QA and validation guidance for Degree Apprenticeship courses
QA and Validation guidance for Degree Apprenticeship courses
Provided below are a number of useful pro forma and guidance documents that aim to ensure a smooth validation process for Degree Apprenticeships:
| Document title | Pro forma | Guidance document | Additional information |
|---|---|---|---|
| Validation Proposal Form | Apprenticeship Validation Proposal |
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If you have an amendment to an existing course or module or a proposal for a new course or route, please complete this form and submit to your School quality assurance contact who will progress it for you. Please ensure you complete all of the fields. |
| Validation Principles and Guidance |
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Validation of new courses and changes to existing courses are governed by the University's Regulations for Awards and Quality Assurance Procedures for Taught Courses, the following guidance provides supplementary information for School Teaching and Learning Committees and School Validation Panels on the practical operation of these procedures. | |
| Marketing approval | Marketing Information for Course Validation Guidance | Marketing approval must be obtained before the validation proposal can be added to the schedule for all new courses. To be completed and submitted to Marketing for approval - confirmation is required from Marketing that there are no perceived issues. Some details included within this document may also appear within the rationale document. | |
| Programme Specification Document (PSD) | Apprenticeship PSD |
The QAA has also produced guidelines to offer help and guidance to those preparing programme specifications, click here to download a copy. |
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Module Specification Document (MSD) |
Module Specification Template | Module Specification Guidance | The pro forma has been modified to include sections on tutor re-assessment and anonymous marking. Teaching and Learning Definitions have also been added. |
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UTLC Teaching and Learning Definitions |
Learning, Teaching and Assessment Definitions | UTLC agreed definitions for learning methods and assessment types - these are the terms to be used in module specifications and other relevant documentation. | |
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Validation Checklist |
Validation Checklist | Utilising this checklist throughout the document preparation process will ensure that consideration of base-line quality assurance issues can be minimised at the validation event, allowing an increased focus on matters of pedagogical interest and concern | |
| Inclusivity Framework for Course Design | Inclusivity framework | Inclusivity Framework for Course Design | |
| Inclusive Design Checklist | Inclusive Design Checklist | Please complete the checklist in the early stages of course design to support the development of inclusive course content, delivery and assessment design and strategy. This forms part of the University’s Inclusivity Framework for Course Design. | |
| Course Assessment Board (CAB) Models | CAB Models Guidance | An appendix to the PSD together with the assessment schedule, a CAB model should be identified for each course in keeping with the guidance in the CAB Models Guidance | |
| Huddersfield Graduate Attributes (HGAs) | Programme Specification (PSD) Mapping Appendix for HGAs | HGAs Mapping Guide | All UG and PGT courses need to evidence how they enable students to develop Huddersfield Graduate Attributes (HGAs) and this forms a standard part of the course aims. HGAs need to be mapped against courses by identifying where these might be met within the modules of the course (see section 23 of the MSD) with an overview provided for the course using a mapping appendix to the PSD. |
| Embedding Skills | Embedding Skills | Guidance on embedding skills in PSDs | |
| Assessment and Feedback Strategy | Assessment and Feedback Framework | This strategy should be taken into consideration when designing/revising assessment strategies. | |
| QAA Framework for Higher Education Qualifications (FHEQ) | Qualifications and Credit Frameworks | This framework describes the achievement represented by higher education qualifications in England, Wales and Northern Ireland. | |
| QAA Subject Benchmark Statements | Subject Benchmark Statements | Subject benchmark statements set out expectations about standards of degrees in a range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject. | |
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QAA Quality Code, Advice and Guidance - Assessment 29 November 2018 |
Quality Code, Advice and Guidance - Assessment | ||
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QAA Quality Code, Advice and Guidance - Course Design and Development 29 November 2018 |
Quality Code, Advice and Guidance - Course Design and Development | ||
| Distance Learning - Design and Delivery | Digital Literacies for staff | Requirements on Digital Literacy for Staff Designing or Delivering Modules or Courses in Distance Learning Mode | |
| VAL1 | VAL 1 | For completion when a course utilises modules provided by another School | |
| Responses to Conditions and Recommendations Form | Responses to Validation Conditions Form.doc | Please complete and return to the validation event officer together with the revised documentation that should be updated using tracked changes. | |
| Process guidance for virtual validation meetings | Validation guide for virtual meetings | Please see the guide for information on how we have adapted some of our university validation procedures to support the remote working required during the Covid-19 emergency | |
| Validation step overview | A step by step overview of the validation process for proposers. | ||
| CMA Guidance | CMA Guidance February 2016 | The Competition and Markets Authority guidance document | |
| CMA Risk Assessment | CMA Risk Assessment | The Competition and Markets Authority Risk Assessment form | |
| Validation Panel member roles and responsibilities | Roles and Responsibilities of Validation Panel Members | Guide to the Validation Panel member roles and responsibilities | |
| Exit strategy for terminating courses | Exit strategy for terminating courses | Guidance on the University’s responsibilities and commitments to students on terminating courses |
If you have any suggestions for inclusion please don't hesitate to get in touch.