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UIFs: The Manual

This manual provides guidance on completing Unit Information Forms (UIFs). It draws on the experience of staff completing and using the form to amplify University expectations and the relationship of the relevant components to external requirements such as the KIS (Key Information Set).

The UIF provides essential information to students, staff teams and others on a particular unit. It is important that the UIF accurately reflects what is delivered. Generally any changes will require approval unless specified in this guidance.

February 2014

Centre for Learning Excellence

[email protected]

UIF Manual v1 - February 2014b - QAP0026

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UIF Manual

Table of Contents1 General Unit Information....................................................................................1

1.1 Unit Name......................................................................................................11.2 Unit Code.......................................................................................................11.3 Level..............................................................................................................11.4 Credit Value...................................................................................................11.5 Location of Delivery.......................................................................................11.6 Period of delivery...........................................................................................11.7 Pre-requisites/Restrictions.............................................................................21.8 Aims and Relevance......................................................................................21.9 Syllabus Content............................................................................................21.10 PSRB outcomes.............................................................................................21.11 Core Learning Outcomes...............................................................................2

1.11.1 Defining the learning outcomes..............................................................21.11.2 Introducing Learning Outcomes..............................................................31.11.3 Learning outcomes and levels................................................................41.11.4 Examples................................................................................................41.11.5 Writing learning outcomes......................................................................51.11.6 Assessment Number..............................................................................61.11.7 Threshold assessment criteria................................................................6

1.12 Assessment...................................................................................................61.12.1 Assessment Methods.............................................................................61.12.2 Assessment Summary............................................................................61.12.3 Multiple assessment methods................................................................81.12.4 Peer assessment....................................................................................8

1.13 Learner Development....................................................................................81.13.1 Enquiry....................................................................................................81.13.2 Contextual understanding.......................................................................81.13.3 Collaboration...........................................................................................91.13.4 Enterprise...............................................................................................9

1.14 Teaching Schedule........................................................................................91.14.1 Definitions...............................................................................................91.14.2 Scheduled Learning,...............................................................................91.14.3 Guided Learning,..................................................................................101.14.4 Independent Learning,..........................................................................111.14.5 Autonomous Learning,..........................................................................111.14.6 Placements and other activities............................................................111.14.7 Completing the schedule......................................................................121.14.8 Multiple versions...................................................................................121.14.9 Fractional hours....................................................................................121.14.10 Importing the spreadsheet....................................................................13

1.15 Some Queries..............................................................................................131.15.1 How do I classify On-line Activities?.....................................................13

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1.15.2 What about in-class assessments?......................................................131.15.3 How do I record student presentations?...............................................141.15.4 Non standard unit presentations...........................................................14

1.16 Summary data..............................................................................................14

2 Resources and Support....................................................................................15

3 Appendix 1: Definitions of Teaching and Learning Methods.......................16

3.1 Scheduled....................................................................................................163.1.1 Lecture (SL)..........................................................................................163.1.2 Seminar (SS)........................................................................................163.1.3 Tutorial (ST)..........................................................................................163.1.4 Practical classes and workshops (SP)..................................................163.1.5 Supervised time in studio/workshop (SW)............................................163.1.6 Project supervision (SP).......................................................................173.1.7 Demonstration (SD)..............................................................................173.1.8 Fieldwork (SF)......................................................................................173.1.9 External visits (SV)...............................................................................173.1.10 Scheduled on-line activities (SE)..........................................................173.1.11 Scheduled in-class assessments (SA).................................................173.1.12 Work-based learning (SWBL)...............................................................17

3.2 Guided.........................................................................................................183.2.1 Directed reading and research (GR).....................................................183.2.2 On-line activities (GE)...........................................................................183.2.3 Formative assessment (GFA)...............................................................183.2.4 Portfolio development (GPort)..............................................................183.2.5 Group work (GW)..................................................................................183.2.6 Guided assessment (GA).....................................................................183.2.7 Guided self- and diagnostic assessment (GS).....................................193.2.8 Peer Assisted Learning (GPAL)............................................................19

3.3 Independent.................................................................................................193.3.1 Unguided reading (IR)..........................................................................193.3.2 Assessment preparation (IA)................................................................193.3.3 Tutor defined project (IP)......................................................................193.3.4 Non-formalised activities (IT)................................................................19

3.4 Autonomous.................................................................................................193.4.1 Reading from non-specific sources (AR)..............................................193.4.2 Learner-tutor negotiated (AP)...............................................................19

3.5 Other............................................................................................................193.5.1 Placements...........................................................................................193.5.2 Year abroad..........................................................................................20

4 SEEC descriptors: Comparative Summary....................................................21

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1 General Unit Information Changes made to section 1 of the UIF require at least Faculty-level approval.

1.1 Unit NameThis is the name that appears on a student’s transcript/HEAR and hence it should clearly indicate the topic(s) covered.

The name should succinctly cover the focus of the unit. The maximum number of characters allowable (for purposes of SITS) is 120

and shorter names are to be encouraged. Acronyms such as PPAD and PDP are not permissible Designations such as 1 and 2 e.g. Biochemistry 1 and Biochemistry 2 should

be avoided. Principles of Biochemistry and Applications of Biochemistry might be better titles if relevant.

1.2 Unit CodeYou should leave blank if a new unit. Otherwise use the current code in the format ABC01-4.

1.3 LevelThe University uses the Framework for Higher Education Qualification1 (FHEQ) to indicate the level of academic achievement expected. Thus the unit should be at level 4, 5, 6 or 7. A Unit can have only one designated level.

1.4 Credit ValueUnits are normally either 15 credits (and run over one semester) or 30 credits and are year long. Other values are possible, for example Master’s dissertations are normally 60 credits, and are determined at the point of approval of the Unit. A justification for non-30 credit units should be provided in the Teaching, Learning and Assessment section of the appropriate CIF(s).

1.5 Location of DeliveryValid locations are:

on-campus distance learning off-campus (partner name[s])

Note that this is different listing to that on a CIF since units may be run in multiple locations with no change to their structure or content.

1.6 Period of deliveryYou should indicate the period of delivery. Course teams are free to design units to be run in any appropriate period as justified by the needs of the students and of the course of which the unit is a part. However, the following should be noted:

Unit delivery should normally align with one of the University’s standard core patterns (see https://in.beds.ac.uk under quick documents for the current versions)

Units will need to meet the requirements of all students who are taking them and thus timetabling requirements may constrain the delivery period.

1 http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx (Accessed December 2013)

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Each unit must have a home department. If the unit is delivered in more than one course then the implications should be considered at the development stage (see the later Section on administrative requirements).

Approving the period of delivery is part of the approval process and changes cannot be made without authorisation through the University’s procedure for unit changes.

1.7 Pre-requisites/RestrictionsPrerequisites and prohibited combinations should be kept to a minimum and require approval. They must be cited at approval with reference to the learning outcomes of the relevant units. Typically they occur where there are pathways or options that require particular, lower level, units to have been covered. Core units do not need to be specified since they are assumed for higher level study.

1.8 Aims and RelevanceIn this section you should give a succinct definition of what the unit aims to achieve. Identify the central question that the syllabus is intended to address. The question may relate to professional and/or academic practice, but should emphasize syllabus currency e.g.

What is the conceptual basis of current accounting practice? (Accounting Practice)

How has 21st Century Irish literature been shaped and influenced by social, political and cultural change? (Irish Stories)

You should provide evidence of syllabus currency – e.g. is the syllabus based on recent research? Does it tackle a current issue or challenge?

1.9 Syllabus ContentThis should indicate the topics that will be covered during the unit. . Broad topic areas should be identified to allow students to maintain an overview of core knowledge and its integration, and to ensure that there is no undue overlap between units and to guide the unit co-ordinator on the structure of the unit. There is no requirement for a teaching plan within the UIF, as this may vary by year and can appear in the unit handbook/BREO site for that year. The purpose of this UIF information is to provide students with a coherent account of their subject and study.

1.10 PSRB outcomesWhere a unit is responsible for the delivery of particular Professional, Statutory or Regulatory Body (PSRB) outcomes, these should be listed here. For example, information about specific assessment outcomes and other criteria that must be met to fulfil the requirements of the PSRB.

1.11 Core Learning Outcomes1.11.1 Defining the learning outcomesEach unit has only two learning outcomes.

Learning outcome 1 details the knowledge and understanding expected i.e. the grounding in the subject knowledge and the expertise which the unit provides.

Learning outcome 2 details the intellectual skills and abilities students will demonstrate in engaging with and demonstrating the knowledge and understanding articulated in the first learning outcome.

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1.11.2 Introducing Learning Outcomes Learning outcomes are ‘a statement of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning’2.

Learning outcomes should be written clearly so that they can be understood by anyone who has to teach the unit and particularly by the students taking it. They contain the following components:

Task indicated by a verb showing what the learner is expected to be able to do and the nature of the activity

Condition the conditions under which they are expected to be able to carry out the activity

Criteria the standard to which they are expected to achieve it

On the UIF the Task and Condition are combined and the criteria specified separately in the next part of the form because they relate more clearly to the assessment task.

Learning outcomes should not be seen as limiting what can be given credit. Learning outcomes are set at the threshold level (grade point 5 on the University’s 16-point scale or 40% in terms of the percentage scale) and if they are correctly defined will give scope for a range of performance above the threshold to be recognised. No matter how well defined the learning outcomes are, there may be other aspects of student learning that you may wish to give value to – after all it is difficult to define precisely what students will learn from each unit. Just because these are not specifically listed in the learning outcomes of the unit does not mean that you cannot recognise this learning through the assessment process (by giving a higher grade). This should be reflected in the more detailed assessment criteria given to students.

The process of ensuring a clear relationship between the unit level, aims, the learning outcomes, the teaching and the assessment tasks and related criteria is known as constructive alignment (see www.heacademy.ac.uk/resources/detail/id477_aligning_teaching_for_constructing_learning ).

Some key questions to ponder:

Do the learning outcomes relate to the unit aims? Are the learning outcomes assessable? Do the assessment tasks actually assess the desired learning outcomes? Does my teaching support students in being able to demonstrate the learning

outcomes? Do students understand what they need to do to demonstrate the learning

outcomes? Do the learning outcomes and the assessment criteria clearly identify that the

unit is set at the appropriate level?

1.11.3 Learning outcomes and levelsLearning outcomes clearly establish the level of the unit within the Framework of Higher Education Qualifications. Bloom’s taxonomy can be helpful here but should be used with caution. For example, often in a practice-based curriculum evaluation or synthesis (high level terms) are used with application (relatively low level) to indicate

2 Gosling R. and Moon J., 2008. How to Use Learning Outcomes and Assessment Criteria, SEEC.

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high order skills – the ability to apply knowledge to complex and changing circumstances. Subject benchmarks statements, PSRB requirements and the SEEC level descriptors (see appendix) are also key reference points here.

Bloom’s Taxonomy Definition Selective Key words Evaluation (highest) Ability to make a

judgement of the worth of something

assess, audit, criticise, evaluate, defend, debate, judge, estimate, conclude, justify, compare, contrast, appraise, discriminate, determine, question

Synthesis Ability to combine separate elements into a coherent whole

arrange, plan, formulate, redefine, initiate, conceptualise, carry out, assemble, prepare, construct, propose, start, elaborate, synthesise, organise, design, develop, invent, create, develop, produce

Analysis Ability to break a problem down into its constituent parts and establish the relationships between each one

analyse, compare, criticise, categorise, examine, appraise, debate, contrast, question, distinguish

Application Ability to apply knowledge in novel situations

administer, advise, carry out, construct, hypothesise, improve, use, teach

Comprehension or Manipulation

Ability to rephrase knowledge

compare, contrast, abstract, develop, understand

Knowledge (lowest) Ability to recall that which is known

list, describe, outline, identify, display, state, record, clarify, recognise, draw on, reveal, observe, recount, discuss, recognise, restate, respond to, judge, disclose, name, indicate, explain, account, outline, refer to, discover, distinguish

1.11.4 ExamplesFor a level 4 unit on global trade might have the following learning outcomes.

On completion of this unit you should be able to:

Identify the main global trade routes and explain the role they play in national and regional economies

Work collaboratively to investigate, analyse and articulate the impact of global trade on a chosen economy

Whereas a level 6 unit on a similar topic might have the following learning outcomes.

On completion of this unit you should be able to:

utilise economic, political and social information to evaluate the role of global trade routes on national and regional economies

analyse primary and secondary sources to explain complex inter-relationships Some examples adapted from Psychology. For a first-year undergraduate unit assessed by test, literature review and essay:

Demonstrate a breadth of knowledge across core areas of Psychology Identify, describe and assess the key theoretical and experimental debates in

the core areas of Psychology For a level 7 (Master’s unit) assessed by an essay and examination:

Develop a critical appreciation of the role that physiological and psychological factors play in the maintenance of health and the management of illness

Critically evaluate current research relating to the maintenance of health and the management of disease

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1.11.5 Writing learning outcomesIn writing the learning outcomes avoid over-specification or the simple listing of many elements. Think about the core of what you will be looking for through the assessments – the key knowledge and understanding, and the core skills and abilities.

For learning outcome 1 the following list may be helpful but is not prescriptive – context is important.

AbstractAdviseAnalyseApplyArgueArrangeAscertainAssembleAssessAssociateAttachAuditCalculateCategoriseChangeChooseClarifyClassifyCollectCompareCompleteComposeComputeConceptualiseConcludeConnectConstructContrastConvinceCreateCriticiseDebateDecideDeduceDefendDefineDemonstrateDescribeDesignDetermineDevelopDeviseDifferentiateDiscloseDiscoverDiscriminate

DiscussDistinguishDivideDramatiseEmployEnumerateEstablishEstimateEvaluateExamineExperimentExplainExpressExtendFindFormulateGeneraliseGenerateHypothesiseIdentifyIllustrateIndicateInferInitiateInspectIntegrateInterpretInventInvestigateJudgeJustifyLabelListLocateMakeManageManipulateMeasureModifyNameObserveOperateOrderOrganiseOriginateOutline

ParaphrasePlanPredictPreparePresentProduceProposeQuestionQuoteRateRecallRecogniseRecollectRecommendReconstructRecordRecountRedefineRelateReorganiseRepeatReportReproduceResolveRestateRevealReviewReviseRewriteScheduleSelectSeparateShowSketchSolveStateSub-divideSummariseSynthesiseTabulateTellTestTransferTranslateUse

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Further guidance on learning outcomes can be found in: Kennedy D. Hyland Á, and Ryan N. Writing and Using Learning Outcomes: a Practical Guide available at www.sss.dcu.ie/afi/docs/bologna/writing_and_using_learning_outcomes.pdf (accessed December 2013) or by contacting the Centre for Learning Excellence ([email protected] )

1.11.6 Assessment NumberEach learning outcome must be assessed and is likely to be assessed in, and cross-referenced with, more than one assessment task. Assessment numbers given here refer to the tasks as set out under ‘Assessment Methods’ in the next section.

1.11.7 Threshold assessment criteria The threshold assessment criteria enable us to locate a unit at a particular academic level and to define what students need to do to meet the minimum criteria to claim the credit for the unit i.e. they are set at a D- grade (40%). They are thus a key way in which we define and implement academic standards. To complete this section, think about your assessments and their associated grading criteria and ask yourself ‘What are the things students must do to pass?’ More detailed criteria associated with assessment tasks will enable you to identify the key characteristics of performance beyond the threshold.

1.12 Assessment1.12.1 Assessment MethodsThe assessment methods should be described here. Students should be issued with detailed assignment briefs separately since there will normally be some changes in the task set, but not the assessment method, from year to year (see the Quality Handbook Chapter 8 for a specification for assessment briefs).

No more than 3 reporting points for a 30 credit unit and two for a 15 credit unit are normally permissible. These are the maximum and fewer reporting points may be appropriate, for example in semester-long units where feedback to inform final performance may be difficult to manage or where students are getting formative rather than summative feedback in the early part of the unit.

Where assessments are in a high risk category in terms of the authenticity of students’ work (see table below) then a means of mitigating that risk must be identified here. Possible mitigation for high risk assessment methods include the following (but others are possible):

Completion under exam conditions (i.e. invigilated). Completion within tight, time scales which inhibits writing by third parties Regular, recorded reviews of draft work with tutor in formative sessions. Requirement for evidence of a contextualised and personal nature (e.g. a

formal record of drafts to be logged during the development for subsequent review, journals and logs).

Individual presentations associated with the output Mini vivas (5 minutes) for all students used to test understanding but not to

grade.

1.12.2 Assessment SummaryThis section should indicate the assessment pattern for the unit using the sub categories listed in the following table. Sub-categories codes are shown on UIF with the intention that they will aid mapping of assessments at the course level and to provide possible information for the HEAR.

KIS Assessment Sub-categories (codes to be shown on HEAR with Risk

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type accompanying link to amplification)

Writ

ten

exam

Invigilated exam Unseen examination (Ex)Case study examination (Ex-CS)Computer-based examination (Ex-CB)Summative in-class test or phase test (Ex-PT)Other form of examination e.g. open book, seen exam (Ex-OT)

Low

Cou

rsew

ork

Written assignment

Essay (CW-Ess)Case study (CW-CS)Literature review (CW-LR)Reflective writing (CW-RW)Data exercise (CW-Data)

High

Portfolio Portfolio (CW-Port)e-portfolio (CW-ePort) Journal (CW-Jour)

Low

Report Individual report (WR-I)Business report (WR-Bus)Group report (WR-Gr)Laboratory report (WR-Lab)Poster (WR-Post)Problem-based report (WR-Prob)

High

Field work (WR-Field)Work-based report (WR-WB)

Low

Project Project report (PJ-Proj)Dissertation report (PJ-Diss)

High

Exhibition (PJ-Exhib)Artefact (PJ-Art)Collaborative activity such as a wiki (PJ-Coll)

Low

Prac

tical

Oral Oral presentation (PR-Oral)Viva (PR-viva)

Low

Practical skills assessment

Laboratory-based (PR-Lab)OSCE (PR-OSCE)Performance (PR-Perf)Placement - where work-based skills are assessed (PR-Plac)Practical skills assessment – not included elsewhere (PR-OT)

Those completing UIFs should use the category that appears most appropriate in relation to the general guidance in appendix 1 (or seek additional advice from the CLE so that this guidance can be amended if necessary).

The ‘Weight %’ indicates the weighting to be used in calculating the overall unit grade from the individual elements. It must add up to 100%. Zero weighted assessments are permissible but should be used with caution. You need to consider whether a student who has failed a zero weighted assessment has demonstrated the learning outcomes of the unit. Pass/Fail assessments are only permissible with the express permission of TQSC and only where there are PSRB requirements. Consideration should first be given to whether they can be accommodated within a larger assessment that encompasses academic skills and can be graded.

The submission week is the week of operation of the unit in which assessment is due i.e. the first week is always week 1.

The submission method indicates, for written assignments, whether you want students to submit an electronic and a hard copy or just an electronic copy. Thus the options are:

e+hc; or just e

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This is a matter for the Unit Co-ordinator after discussion with all the markers. Whichever approach is chosen must apply to all students. The University does not require you to mark on-line but many staff have chosen to do so. If you mark on-line and students are also required to submit paper-based versions we have redundant uncollected assessments and the unrequired printing, delivery, storage and destruction does not support our desire for sustainability.

Unit co-ordinators may change the method chosen prior to the commencement of the running of the unit through informing the Faculty Quality Officer. Changing approach is not a matter requiring FTQSC approval but it is important that the unit record is updated so that the assignment handling office can plan accordingly.

In some instances, involving artefacts or performance, separate mechanisms for submission are required. If this is the case then this will be apparent from the description of the assessment method and use the following designation in this space on the form:

ot

Change to the ot (other) description will require FTQSC approval because it indicates a change in assessment method.

The grid should indicate up to three key higher order skills or activities, being assessed by each task and which will be ‘taught’ to students as part of the unit. As well as those from the learning outcomes you might also focus on skills associated with the four areas of learner development such as team working, information handling, initiative etc. The intention here is to:

ensure that, for example, where we say ‘critically reflect’ students are taught more precisely what assessors are looking for. The level of support provided in this way may decrease with level but should be explicit.

ensure that all units across a level are consciously developing a balanced range of skills.

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A possible example for a level 6 unit which has a group work case study and an examination is:

NoAssessment

Method Code

Wei

ght %

Subm

issi

on

wee

k

Subm

issi

on

met

hod

Leng

th o

f ex

am Outcomes being developed and assessed

1 CW-CS 50 12 e - Analysis Evaluation Collaboration

2 Ex 50 30 - 2 Application Evaluation Contextual understanding

1.12.3 Multiple assessment methodsWhere multiple and different assessment methods contribute to one reporting point you should choose the element with the highest weighting. If there are two or more with an equal weighting then choose the type which best represents the skills being assessed.

1.12.4 Peer assessmentPeer assessment is not categorised as a separate assessment method rather notional credit associated with peer assessment should be included within the assessment type that the peers are assessing. For example, if peer assessment is of a presentation then this should be treated as a practical exam as presentations are treated as practical exams. Where peer assessment is being used you will need to ensure that the final grades are a matter of judgement by the unit tutors and are not solely reliant on the peer assessment judgements.

1.13 Learner DevelopmentThis section should indicate to students your approach to delivering the four areas of generic knowledge and skills we have identified as important within the context of this unit. Not all units will emphasise all of these skills so you do not need to put something in every box (although it would be surprising if none of the boxes were filled). The aspects here should be unit specific and so it is unlikely that there will be similarity to other units (i.e. they should not be cut and pasted)

1.13.1 EnquiryHow will students use and develop their enquiry skills? These may be formal research skills, a problem-solving or case-resolving approach. The description should focus on what the students will actually do and practice

1.13.2 Contextual understandingThe range of possible contexts is broad, but it is important that units are explicit in their identification of these. How will the unit relate to one or more of the following (sustainable development being a required element within each course):

Ethical issues Cultural awareness Professional awareness Sustainable development Commercial awareness Current research and thinking

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1.13.3 CollaborationIn some cases, students will develop their collaborative abilities through formal assessment formats; in others it may be that they are required to work in groups in class, or that one of the areas of syllabus involves a form of collaboration, such as class review of a proposed position. Collaborative working is to be encouraged but students need to know the boundaries so that there is not un-intentional plagiarism or copying and the University has a strict policy on the ascribing of grades to the outcomes of group work.

1.13.4 EnterpriseThis is defined broadly, to include creativity where appropriate, independence in identifying a challenge/problem, a zone of application or a research question, or the development of an enterprising approach to career. It answers the question – how does this unit contribute to the development of a graduate who can contribute to the development of a community, organization, professional group?

1.14 Teaching ScheduleThis section is essentially our contract with the students stating what will provide by way of input into each unit and what we expect from them. It lets students know how the syllabus is delivered, about their workload week by week and is used for timetabling purposes. Definitions of each activity are included in the Appendix.

1.14.1 DefinitionsAt the University of Bedfordshire we have decided to go beyond the classification required by the KIS3 to convey to students the nature of the learning experience and, particularly, to emphasise the difference between guided, independent and autonomous study. In this way we want to emphasise more clearly, for example, that reading around the subject is important and that although we may provide some structure, as students progress they have an increasing responsibility for identifying and meeting their learning needs.

1.14.2 Scheduled Learning, Defined as ‘any activity that a student has to attend or undertake at a fixed point in time and no flexibility for when it is undertaken’. Usually this means a timetabled activity.

Generally scheduled learning is guided by two principles:

the activity is on the student’s timetable; and the activity is supervised.

Supervision involves ‘a lecturer, researcher, technician, member of support staff or Graduate Teaching Assistant of the institution or a visiting or external specialist’. Note that, depending on the circumstances, ‘supervised’ does not mean that a

3 The KIS reporting of teaching and learning methods is under three general headings:

Scheduled learning defined as ‘any activity that a student has to attend or undertake at a fixed point in time and no flexibility for when it is undertaken’

Guided independent study defined as ‘individual, online or group work that may be undertaken at a time of the students’ choice’. This embraces each element under the University’s Guided, Independent and Autonomous definitions.

Placement/study abroad.

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member of staff is always present in the room but they do need to be available to provide support.

Possible types of scheduled learning are:

SL Lecture SS Seminar ST Tutorial SP Practical classes and workshops SW Supervised time in studio/workshop SP Project supervision SD Demonstration SF Fieldwork SV External visits SE Scheduled on-line activities SA Scheduled in-class assessments SO Other (and specified in the UIF)

Many courses have sessions with professional support staff (PAD tutors, Academic Liaison Librarians etc.) integrated into the curriculum as part of timetabled teaching activities. These count as scheduled teaching hours and should be formally recorded against a specific unit where the material can be contextualised.

Office hours must not be included under the scheduled teaching hours of the unit but may be recorded under Guided.

1.14.3 Guided Learning, This includes a range of activities clearly defined by the tutor and expected of learners within a specified period rather than at a set time. Where you indicate guided learning activities then normally you will be providing details, via BREO or other means, of:

what needs to be completed and by when the intended learning outcomes or purpose of the activity an indication of the length of time expected for the activity how to access the activity (e.g. a direct link to a journal or book article) any preparative work required (e.g. areas to consider as students undertake

the activity, principles of group working etc.) any consolidation work post activity (e.g. reflection, recording, group outputs,

self-assessments).

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Possible types of Guided Learning include:

GR Directed reading and research GE e-learning activities GFA Formative assessment GPort Portfolio development GG Group work (out of scheduled time) GA Guided assessment GS Self and diagnostic assessment GPAL Peer Assisted Learning GO Other (and specified in the UIF)

1.14.4 Independent Learning, Activities recommended by the tutor to learners in order to augment their studies and undertaken at a time of the students’ choice.

IR Non ‘guided’ reading from defined reading lists IA Assessment preparation IP Tutor-defined project or dissertation activity IT Non-formalised activities agreed with tutorsIO Other (and specified in the UIF)

1.14.5 Autonomous Learning, Activities determined by learners and undertaken at a time of their choice.

AR Reading from non-specific sources AP Learner-tutor negotiated activity AO Unspecified activities with general guidance

Thus, the key differences are the time when the learning takes place and the driver for the activity: ‘required’, ‘expected’, ‘recommended’ and ‘self-determined’.

1.14.6 Placements and other activitiesPlacements cover any learning, other than years abroad and work-based learning that takes place through an organised work opportunity, rather than in the University. Some supervision or monitoring is likely be involved, and may be carried out either by a member of staff or a mentor within the host organisation. Due to the nature of the activity, placements are unlikely to take place virtually. Students might undertake placements individually or in groups, depending on the nature of the workplace and the learning involved.

Teaching placements in medical and nursing courses are treated as placements rather than as scheduled learning.

For KIS calculations, where external requirements dictate that students should spend significantly more than 10 hours per credit in placements, then these extra hours should be added to the numerator and denominator in the same way as other non-credit bearing, yet compulsory, activities.

Where a clinical placement contains a significant proportion of scheduled activity the placement element can be further broken down to reflect this. For example, if as part of a 30 credit placement unit students are expected to spend 50 hours in scheduled

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activities such as tutorials the unit would be split with 250 hours classified as 'placement' and the remaining 50 as 'scheduled'.

Possible codes are:

WBL Work based learningPYA Placement/Year abroad associated with Unit

1.14.7 Completing the schedule

Note: An excel spreadsheet of the schedule is provided that you can complete and which will show the total of hours per activity, hours per week, and total hours. See below for how to include this within the UIF itself.

The teaching schedule needs to be completed with the relevant activities for the Unit. There are two main variations depending on whether the unit is running year-long or on a semesterised basis.

A 30 credit unit will have 24 teaching weeks, if offered over a year (or equivalent if offered in a different pattern).

A 15 credit unit will normally have 12 weeks of teaching usually over one semester.

Other credit-weightings are pro-rata. Use the most appropriate format from the UIF (and delete the other one). If you have a non-standard delivery pattern (i.e. a different number of weeks then adapt the most appropriate version to your own needs.

A sample is shown on the next page.

Typically students are studying four units at any one time so the weekly hours should be around ten. One or two hours either side of this will not make much overall difference but if you have much higher (or lower) then you are in danger of having a negative impact on the learning in other units the students are studying. The total number of hours for the Unit will be 10 hours for every one credit.

Sometimes periods for external visits/field work may change year on year as they can be dependent on external factors. Such events should be recorded on the UIF at the most appropriate time and the precise timing communicated to students via BREO. The overall balance of activities will remain the same whenever these events take place.

The revision period is week 13 of a 15-week unit and weeks 25, 26 and 27 of a 30 week unit. During the revision period you may be providing a scheduled revision class in which case it should be included under Seminar (SS) or practical classes and workshops (SP). Alternatively if students are expected to prepare for any final assessment themselves then this is classified as Assessment Preparation (IA).

Final assessments should generally occur in one of the last two weeks of the unit. Students may have a mixture of examinations and coursework to complete in the final assessment period.

1.14.8 Multiple versionsIf you have multiple iterations of the unit, for example if it runs in full time and part time modes and the patterns are different, then complete a form for each version.

1.14.9 Fractional hoursIf you have students who only get fractional hours of contact, for example in relation to project or dissertation supervision, indicate the typical pattern using fractional hours if necessary.

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1.14.10 Importing the spreadsheetThe excel spreadsheet should do most of the work for you in calculating hours. If you want to import it into the UIF then you can do so as follows.

Enter the times into the excel spreadsheet until you are happy with the outcome (do save it in case you need to come back to it)

Select the excel spreadsheet text you want to copy Select ‘copy’ {top left of excel menu or by ‘right clicking’ on your mouse} Open your word document UIF and put the cursor where you want to insert Then paste the spreadsheet text by selecting ‘paste special’ {normally top left

on your word menu} and Paste as a 'Picture'

Code ActivityRevision period

Final Assessm

ent Total

Week(s) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 + 15

SL Lecture 1 1 1 1 1 1 1 1 1 1 1 1 12

SS Seminar 1 1 1 1 1 1 1 1 1 1 1 1 12

SA Scheduled in-class assessments

1 1

SP Practical classes and workshops

1 1 1 1 1 1 1 1 1 1 1 1 12

GR Directed reading and research

4 4 4 2 2 4 4 4 4 4 4 2 1 43

GE e-learning activities

1 1 2

GFA Formative assessment

2 4 6

IR Unguided reading from defined reading lists

0

IA Assessment preparation

4 5 3 8 16 36

AR Reading from non-specific sources

2 2 2 2 2 2 2 2 2 2 2 2 2 26

Hours per week

9 9 9 13 12 9 9 10 10 9 9 10 12 20 150

Independent Activity

Autonomous Activity

Unit Name Essential BureaucracyHours

Scheduled Activity

Guided Activity

1.15 Some Queries1.15.1 How do I classify On-line Activities?Most on-line activities will fall into the guided learning category. Scheduled on-line activities are often virtual interpretations of similar classroom based categories and involve synchronous communication between staff and students. Delivering a live, synchronous lecture via BlackBoard Collaborate would count in this category as would a synchronous on-line seminar or discussion activity. Expecting students to undertake an on-line learning activity, watch a video or narrated presentation of a lecture would count as guided learning.

1.15.2 What about in-class assessments?If students complete assessments in class as part of the scheduled teaching time (i.e. in the first 12 or 24 weeks) then this can be included as a scheduled learning activity (SA). Examinations that occur at the end of the unit, after the scheduled teaching period is over, do not count as scheduled learning (this is a national KIS specification).

1.15.3 How do I record student presentations?Where students have to complete individual or group presentations then this may count as scheduled or guided time since these make take place over a number of weeks to allow for everyone to present.

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Where students are required to be present for all of the presentations then all of the sessions will count as scheduled teaching time.

Where they only need to be present for their own presentations then it is assumed that they will be present for the hour in which this takes place. Therefore one hour of scheduled learning (SA) should be recorded. Where students are advised to attend others’ presentations to support their knowledge and skills development then this would be recorded as Guided learning.

1.15.4 Non standard unit presentationsIf you have a non-standard format for your unit (e.g. it is taught in blocks over a shorter or longer period, or over the weekends) then you should make sure that the workload plan indicates what is expected. The overall hours for a 15 credit unit are the same no matter what the mode of delivery (i.e. 150 hours) and other credit values are pro rata on the basis of 1 credit equates to 10 hours of notional learning.

1.16 Summary dataThe balance of activities should reflect the nature and level of study. Whilst scheduled teaching hours may remain relatively constant across academic levels, we would expect to see more guided learning in the early part of a course and more independent and autonomous activities towards the end.

Notes:

For most units total hours (A plus B) must relate to the overall credit value of the unit (1 credit = 10 notional hours) i.e. for a 30 credit unit this will be 300 hours.

Where there are placements etc. then the total hours (A plus B plus C) will normally exceed that associated with the credit value of the unit.

Ranges must not be used.

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2 Resources and SupportOnce initial approval of the unit has been given, the Unit Co-ordinator may make changes to this section, following appropriate consultation.

The University Talis Aspire reading list software (readinglists.beds.ac.uk) will allow you to create digital reading lists with links to full text where available identifying the items you want students to read to support their learning in the unit.

Every item on the reading list needs to be assigned to one of the following categories to help students understand the importance of the recommended reading to their study:

Core text - normally one set text (that students would be expected to buy). Course teams need to ensure that wherever possible core texts have multiple uses i.e. they may support a number of units at a level or across levels.

Guided reading – required reading for the unit and could consist of chapters, articles, web sites etc. This should be arranged week by week in the BREO unit to help students manage their reading.

Independent study - to receive high grades, students will need to demonstrate their wider reading. These resources provide useful background reading for the material in the unit.

Items under each of these headings can be arranged by type for example chapters, articles, web sites, journals, videos, newspapers or other sources.

Items listed under each of these headings will be made available, where appropriate, in the library. We are currently developing an academic reading strategy which will explore the numbers of texts available in each category relative to the student population. Resist the temptation to provide an extensive reading list that students may find daunting.

If the unit requires a specific reading strategy then this should be provided e.g. ‘For this unit you will be required to read four of the following novels’.

For every item on the reading list you need to:

Refer to the most recent version or edition of an item available. If you need to refer to an older version or edition then it is importance to state why.

Add in a link to the catalogue record that will tell students where the physical item is in the library.

Add a link to the full text of an item where it exists (ebook or article already owned by the library or purchased copyright cleared article or chapter).

Make sure the reading list uses the referencing style that you would expect the students to use in their assignments

Your Academic Liaison Librarian will be able to help you in creating digital reading lists.

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3 Appendix 1: Definitions of Teaching and Learning Methods3.1 Scheduled3.1.1 Lecture (SL)A presentation or talk on a particular topic.

The term 'lecture' covers everything from the traditional model, where a single member of the institution's staff or an affiliate introduces ideas or delivers facts to a group of students, to approaches that might be much more interactive, involve a variety of contributors, make use of a range of media and technologies, and take place virtually as well as in person. Lectures are assumed, in general, to involve larger groups of students than do seminars and tutorials but size will vary depending upon the nature of what is being taught, the size of the overall student cohort, and practical concerns.

3.1.2 Seminar (SS)A discussion or classroom session focusing on a particular topic or project.

Seminars are defined as sessions that provide the opportunity for students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a lecture - the extent of interaction will depend on the delivery method. A typical model would involve a guided, tutor-led discussion in a small group. However, the term also encompasses student or peer-led classes with a staff member or affiliate present. As with lectures, use of technology means seminars may take place virtually. Seminars are assumed in general to involve smaller groups of students than lectures, but size will vary depending upon the nature of what is being taught, the size of the overall student cohort, and practical concerns.

3.1.3 Tutorial (ST)A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.

Tutorials may be distinguished from seminars for the stronger emphasis that they place on the role of the tutor in giving direction or feedback. Tutorials can happen virtually as well as face-to-face.

3.1.4 Practical classes and workshops (SP)A session involving the development and practical application of a particular skill or technique.

Examples are wide ranging and could include a laboratory class, recital, artefact handling/identification, language conversation, sports match and so on. Practical classes and workshops might incorporate elements of teaching or guided learning, and they are at least likely to be supervised or observed. These sessions are more likely to take place in person but, depending on the nature of the subject, may also be conducted remotely.

The size of a practical class or workshop will depend upon the nature of the activity. Workshops are likely to involve at least a small group of students but practical classes could take place on a one-to-one basis.

3.1.5 Supervised time in studio/workshop (SW)Time in which students work independently but under supervision, in a specialist facility such as a studio or workshop.

Examples might include time spent in an art or design studio, or in a rehearsal space such as a workshop theatre. It could be timetabled or take place on an ad hoc basis. Peers as

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well as staff or affiliates may be involved. Due to the nature of the activity, it is unlikely to take place virtually. Supervised time in a studio/workshop might involve a group or individual.

3.1.6 Project supervision (SP)A meeting with a supervisor to discuss a particular piece of work.

The term 'project supervision' is used to refer to the meetings that a student or group of students would have with a supervisor, to plan, discuss, and monitor progress on a particular piece of work, such as a dissertation or extended project. Meetings can take place virtually or in person. The size of a project supervision meeting will depend upon the number of students involved in the work concerned, and the nature of that work but supervisions will frequently also take place on a one-to-one basis.

3.1.7 Demonstration (SD)A session involving the demonstration of a practical technique or skill.

Examples might include the demonstration of laboratory skills, clinical skills, performance art or fieldwork techniques. Demonstrations can take place virtually or in person. The size of a demonstration is likely to depend upon the number of students involved in the work concerned, as well as the nature of that work, but could also take place on a one-to-one basis.

3.1.8 Fieldwork (SF)Practical work conducted at an external site.

Examples of fieldwork might include survey work and other forms of data collection, excavations and explorations. The work might be unsupervised or supervised, and supervision could be provided by staff or appointed representatives. Some fieldwork may be conducted virtually. Fieldwork might be conducted in groups of various sizes, or by individuals, depending on the nature of the work involved.

3.1.9 External visits (SV)A visit to a location outside of the usual learning spaces, to experience a particular environment, event, or exhibition relevant to the course of study.

Examples are wide ranging and could include a visit to a business or industrial site, built environment site, museum or collection, to attendance at a performance or exhibition. These visits might be unsupervised or supervised, and supervisors could include staff or appointed representatives. Site visits may be carried out in groups of varying sizes, or by individuals, depending on the nature of the visit and the location.

3.1.10 Scheduled on-line activities (SE)Synchronous on-line learning

Students are expected to be on-line for a set time period (which may include weekends or evenings) in conjunction with a tutor. Examples include supervised discussion boards, BlackBoard collaborate lectures.

3.1.11 Scheduled in-class assessments (SA)Summative assessments timetabled during, rather than at the end of) a unit

Where teaching time is used to enable summative assessment to take place. Normally this will just be part of a normal scheduled lecture or seminar session but in some instances additional timetabled time is required for such assessments. Examples include phase-tests and other scheduled and time-constrained activities.

3.1.12 Work-based learning (SWBL)Structured learning that takes place in the workplace.

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Work-based learning is a core feature of foundation degrees and may also occur in other programmes. Work-based learning is a structured academic programme, controlled by the higher or further education institution, and delivered in the workplace by academic staff of the institution, staff of the employer, or both.

Unlike work experience, which is one element of a course such as a sandwich placement (whether for the whole or part of a year), work-based learning is at the heart of a student's learning programme and must be subject to the same level of academic supervision and rigour as any other form of assessed learning. It includes:

the imparting of relevant knowledge and skills to students opportunities for students to discuss knowledge and skills with their tutors assessment of students' acquisition of knowledge and skills by the institution's

academic staff, and perhaps jointly with an employer.

Work-based Learning should be regarded as substituting for learning that under other circumstances would normally take place within the institution. The inclusion of an element of work-based learning should, therefore, not extend the normal duration of a course.Learning in the work place or other placements that do not meet the definition of work-based learning given above should be treated as placements for the purposes of the KIS.

3.2 Guided3.2.1 Directed reading and research (GR)Reading and research activities which students are expected to engage with as part of their studies.

These are specified in unit handbooks or other materials and include set readings, specified journal articles etc. Usually students will be given guidance on how to go about the task, the associated time requirements and there is some activity at the end to consolidate the learning through, for example, an assignment or reflective log or portfolio activity.

3.2.2 On-line activities (GE)Structured on-line activities.

Usually students will be given guidance on how to go about the task, the associated time requirements and there is some activity at the end to consolidate the learning through, for example, an assignment or reflective log or portfolio activity. Examples include the completion of on-line learning blocks in BlackBoard, development of a wiki, etc.

3.2.3 Formative assessment (GFA)Assessment activities designed to give formative and developmental feedback but which do not count towards the grading for the unit.

3.2.4 Portfolio development (GPort)Activity associated with the completion of a portfolio (on-line or paper-based) including associated compilation, cataloguing, annotation and reflection.

3.2.5 Group work (GW)Group work which occurs outside of scheduled time.

Groups may be established by tutors or students but the activity is core part of the unit and is normally linked to an assessment.

3.2.6 Guided assessment (GA)Time associated with structured preparation for coursework assignments and their completion where students are given detailed guidance on the activities they need to complete.

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For example, may include students working through past papers etc.

3.2.7 Guided self- and diagnostic assessment (GS)Activities recommended to students to allow them to assess their own progress or development needs.

3.2.8 Peer Assisted Learning (GPAL)Time associated with timetabled PAL activities where students have the opportunity to engage with more experienced students in a range of activities that help and support their learning.

3.3 Independent3.3.1 Unguided reading (IR)Reading which is unstructured.

For example, where the students are provided with a reading list but are not, necessarily, required to read all of the set texts or where the precise timing is left to the student.

3.3.2 Assessment preparation (IA)Time associated with students revising for examinations and completing assessment tasks where the precise activities to be completed are not defined by the tutor.

3.3.3 Tutor defined project (IP)Project or dissertation work where the nature of the task is determined by the tutor and students are given broad guidance on the activities they need to undertake

For example, undergraduate projects. Most such activities will include a balance of tutor-defined and student defined (autonomous) activities.

3.3.4 Non-formalised activities (IT)Activities where the nature of the task and the expected outcomes are predefined but their method of achievement is agreed through discussion and negotiation.

For example learning contracts where the topic is determined by the student in order to achieve learning outcomes specified by the tutor and often included on the UIF. This is placed in the independent category to indicate to students and prospective students have a significant element of control although a detailed contract might verge on the guided category especially at lower levels and will include significant autonomous learning at higher levels.

3.4 Autonomous3.4.1 Reading from non-specific sources (AR)Activities where students are expected to determine the nature and amount of reading required.

Indicates to students, particularly at higher levels, that they are meant to spend some time finding, evaluating and reading their own resources.

3.4.2 Learner-tutor negotiated (AP)Where the student, in conjunction with a tutor, determines the nature of the subject matter and the task to be completed and the associated learning activities and, often, assessment.

3.5 Other3.5.1 PlacementsLearning away from the institution that is neither a year abroad nor work based learning.

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The term covers any learning, other than years abroad and work-based learning, that takes place through an organised work opportunity, rather than in a university or college setting, and includes managed placements. Some supervision or monitoring is likely be involved, and may be carried out either by a member of staff or a mentor within the host organisation. Due to the nature of the activity, placements are unlikely to take place virtually. Students might undertake placements individually or in groups, depending on the nature of the workplace and the learning involved.

3.5.2 Year abroadAny study that occurs overseas.

This should include any study that occurs overseas whether for all or part of a year. Where only part of the year is studied abroad it should be weighted accordingly in determining the learning and teaching methods for the year.

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4 SEEC descriptors: Comparative SummaryFor further details see www.seec.org.uk

Level 3 Level 4 Level 5 Level 6 Level 7 Level 8EWNI (formally NICCATS) Summary credit level descriptors

Develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills; evaluate information, using it to plan and develop investigative strategies and to determine solutions to a variety of unpredictable problems; and operate in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs.

Generate ideas through the analysis of concepts at an abstract level with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes

Critically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations; and accept accountability for determining and achieving personal and/or group outcomes

Display mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for related decision making, including use of supervision

Make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers and accepting full accountability for outcomes

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SEEC descriptorsLevel 3 Level 4 Level 5 Level 6 Level 7 Level 8

SettingOperational context

Operates in predictable and defined contexts that require the use of given techniques and information sources.

Operates in a range of varied but predictable contexts that require the use of a specified range of techniques and information sources.

Operates in situations of varying complexity and predictability requiring the application of a wide range of techniques and information sources.

Operates in complex and unpredictable contexts, requiring selection and application from a range of largely standard techniques and information sources.

Operates in complex and unpredictable and/or specialised contexts, requiring selection and application from a wide range of advanced techniques and information sources.

Operates in complex and unpredictable and/or specialised contexts at the forefront of knowledge.

Autonomy and responsibility for actions

Acts largely under direction or supervision, within defined guidelines. Takes responsibility for initiating and completing tasks and procedures.

Acts with limited autonomy, under direction or supervision, within defined guidelines. Takes responsibility for the nature and quality of outputs.

Acts with limited supervision and direction, within defined guidelines accepting responsibility for achieving personal and/or group outcomes and/or outputs.

Acts with minimal supervision or direction, within agreed guidelines taking responsibility for accessing support and accepts accountability for determining and achieving personal and/or group outcomes.

Acts with initiative in decision-making and accessing support, within professional or given guidelines, accepting full accountability for outcomes.

Acts autonomously and with initiative, often in a professional capacity with responsibility for self and often others.

Knowledge and UnderstandingKnowledge and Understanding

Has an understanding of defined areas of the knowledge base.Demonstrates an awareness of current areas of debate in the field of study

Has a broad understanding of the knowledge base and its terminology or discourse. Demonstrates awareness that areas of this knowledge base are open to ongoing debate and reformulation.

Has detailed knowledge of well-established theories and concepts. Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure.

Has a systematic understanding of the knowledge base and its inter-relationship with other fields of study.Demonstrates current understanding of some specialist areas in depth.

Has a deep and systematic understanding within a specialised field of study and its interrelationship with other disciplines.Demonstrates an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is

Works with theoretical/research knowledge at the forefront of the discipline.Demonstrates a comprehensive understanding of techniques and methodologies applicable to the discipline

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Level 3 Level 4 Level 5 Level 6 Level 7 Level 8interpreted.

Level 3 Level 4 Level 5 Level 6 Level 7 Level 8Cognitive skillsConceptualisation and Critical Thinking

Relates principles and concepts to underlying theoretical frameworks and approaches.

Identifies principles and concepts underlying theoretical frameworks and begins to identify their strengths and weaknesses.

Identifies, analyses and communicates principles and concepts recognising competing perspectives.

Works with ideas at a level of abstraction, arguing from competing perspectives.Identifies the possibility of new concepts within existing knowledge frameworks and approaches.

Uses ideas at a high level of abstraction.Develops critical responses to existing theoretical discourses, methodologies or practices and suggests new concepts or approaches

Develops ideas at a high level of abstraction.Develops theoretical discourses, methodologies or practices critically analysing their development and application.

Problem Solving, Research and Enquiry

Carries out defined investigative strategies and communicates results effectively in a given format.

Identifies a well-defined focus for enquiry, plans and undertakes investigative strategies using a limited and defined range of methods, collects data from a variety of sources, and communicates results effectively in an appropriate format

Undertakes research to provide new information and/or explores new or existing data to identify patterns and relationships.Uses appropriate theoretical models to judge the significance of the data collected recognising the limitations of the enquiry.

Demonstrates confidence and flexibility in identifying and defining complex problems.Identifies, selects and uses investigative strategies and techniques to undertake a critical analysis, evaluating the outcomes.

Designs and undertakes substantial investigations to address significant areas of theory and/or practice.Selects appropriate advanced methodological approaches and critically evaluates their effectiveness.

Acts independently and with originality in problem solving.Develops or adapts appropriate advanced methodological approaches and critically evaluates their effectiveness.

Synthesis and Creativity

Collects information to inform a choice of solutions to standard problems in familiar contexts.

Collects information from a variety of authoritative sources to inform a choice of solutions to standard problems in familiar contexts.

Collects and synthesises information to inform a choice of solutions to problems in unfamiliar contexts.

Applies knowledge in unfamiliar contexts, synthesising ideas or information to generate novel solutions.Achieves a body of work or practice that is coherent and resolved.

Flexibly and creatively applies knowledge in unfamiliar contexts, synthesises ideas or information in innovative ways, and generates transformative solutions.

Synthesises and applies new approaches, in a manner that can contribute to the development of methodology or understanding in that discipline or practice.

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Level 3 Level 4 Level 5 Level 6 Level 7 Level 8Analysis and evaluation

Analyses a range of information using pre-defined principles, frameworks or criteria.

Judges the reliability of data and information using pre-defined techniques and/or criteria.

Analyses a range of information comparing alternative methods and techniques. Selects appropriate techniques/criteria for evaluation and discriminates between the relative relevance and significance of data/evidence collected.

Analyses new, novel and/or abstract data using an appropriate range of established subject-specific techniques. Judges the reliability, validity and significance of evidence to support conclusions and/or recommendations suggests reasons for contradictory data/results.

Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the appropriateness of the enquiry methodologies used. Recognises and argues for alternative approaches.

Undertakes independent analysis or evaluation, managing complexity, incompleteness of data or contradictions in areas of knowledge.

Performance and practice Adaptation to Context

Undertakes a given and clearly defined role.

Relates own role to specified and externally defined parameters.

Identifies external expectations and adapts own performance accordingly.

Locates own role within poorly defined and/or flexible contexts requiring a level of autonomy.

Autonomously adapts performance to multiple contexts.

Autonomously adapts performance to contexts requiring professional outputs.

Performance Undertakes given performance tasks that may be complex.

Undertakes performance tasks that may be complex and non-routine engaging in self-reflection.

Undertakes complex and non-routine performance tasks. Analyses performance of self and others and suggests improvements.

Seeks and applies new techniques and processes to own performance and identifies how these might be evaluated.

Autonomously implements and evaluates improvements to performance drawing on innovative or sectoral best practice.

Has technical mastery, performs smoothly with precision and effectiveness, can adapts or develops skills and procedures for new situations

Team and organisational working

Adapts own behaviour to meet obligations to others.

Works effectively with others and recognises the factors that affect team performance.

Interacts effectively within a team, giving and receiving information and ideas and modifying responses where appropriate. Recognises and ameliorates situations likely to lead to

Works effectively within a team, supports or is proactive in leadership, negotiates in a professional context and manages conflict. Proactively seeks to resolve conflict.

Works effectively with multiple teams as leader or member. Clarifies tasks and make appropriate use of the capacities of team members resolving likely conflict situations before they arise.

Leads and/or works effectively with often multiple teams in multiple roles. Manages the capacities of members to achieve outcomes handling conflict with confidence.

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Level 3 Level 4 Level 5 Level 6 Level 7 Level 8conflict.

Ethical awareness and application

Has an awareness of the ethical issues in the main areas of study.

Demonstrates awareness of ethical issues and is able to discuss these in relation to personal beliefs and values.

Is aware of personal responsibility and professional codes of conduct.

Is aware of personal responsibility and professional codes of conduct and incorporates this into their practice.

Incorporates a critical ethical dimension to their practice, managing the implications of ethical dilemmas and works proactively with others to formulate solutions.

Analyses and manages ethical dilemmas and works pro-actively with others to formulate and implement solutions.

Personal and enabling skills.Personal evaluation and development

Assesses own capabilities against given criteria.Engages in guided development activity.

Is aware of own capabilities in key areas and engages in development activity through guided self-direction.

Assesses own capabilities using justifiable criteria set by self and others taking the wider needs of the context into account.Uses feedback to adapt own actions to reach a desired aim and reviews impact.

Takes responsibility for own learning and development using reflection and feedback to analyse own capabilities, appraises alternatives and plans and implements actions.

Uses personal reflection to analyse self and own actions.Makes connections between known and unknown areas, to allow for adaptation and change.

Reflects on own and others’ functioning in order to improve practice.Is independent and self-critical as a learner, guides and supports the learning of others and manages own professional development

Interpersonal and communication skills

Uses interpersonal and communication skills to clarify tasks and communicate outcomes in narrowly defined contexts.

Uses interpersonal and communication skills to clarify tasks and identify and rectify issues in a range of contexts.

Adapts interpersonal and communication skills to a range of situations, audiences and degrees of complexity.

Sets criteria for, and is effective in, professional and interpersonal communication in a wide range of situations.

Identifies, evaluates and maintains capabilities and qualities to support effective communication in a range of complex and specialised contexts.

Displays consultancy skills. Communicates complex or contentious information clearly and effectively to the target audience.

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