2. Learning and Teaching Framework

The Learning and Teaching Committee (LTC) has overall responsibility under Senate for the development and implementation of the learning and teaching elements the University Strategy and for policies and procedures for maintaining and enhancing quality in learning and teaching throughout the University. The Committee is chaired by the PVC (E&SE).

The following sub-committees report to LTC:

• Curriculum Sub-Committee
• Teaching Partnerships Sub-Committee
• Student Experience Team

The Programme Quality & Teaching Partnerships Office provides support for LTC and its sub-committees.

The Academic Quality Procedures Handbook (AQPH) acts as a central source of information for policies and procedures which support the University in its aim to assure the quality and standards of its learning, teaching and supervision.

It is developed and maintained by LTC and its sub-committees.

The AQPH is consonant with the QAA Quality Code for Higher Education. Schools should be able to rely on the fact that by complying with the AQPH they will be adhering to the QAA Code.

All 含羞草视频 awards are fully compatible with the national Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (the Qualifications Frameworks) and the Higher Education Credit Framework for England, as well as the qualifications framework adopted at the Bergen Summit of the Bologna Process for the creation of a European Higher Education Area (EHEA). The QAA has independently certified that the FHEQ is compatible with the Framework for Qualifications of the European Higher Education Area (FQ-EHEA). 

This compatibility is mapped out in section 2.5 Credit Framework linked below. This identifies the credits required for each level of award, and the relationship with the FHEQ level and the FQ-EHEA cycle.

The Enhanced Academic Practice team supports the development of academic staff, research staff, colleagues with a teaching-related remit and postgraduate research students to achieve and sustain an excellent quality learning experience for all our students.

The members of the team are multidisciplinary professionals with a wide range of experience and knowledge of all aspects of teaching and learning. Their skills covers not only the technological aspects of delivering high quality engaging teaching, but also the pedagogy that reinforces it, enabling them to work in partnership with people at any level of the organisation to ultimately ensure the delivery of an enhanced student experience.

The Academic Professional Apprenticeship (APA) and the Associate Teaching Programme (ATP) are accredited by the Higher Education Academy (HEA). Successful completion of the APA confers Fellowship status of the HEA, while completion of the ATP confers Associate status. All University HEA accredited provision is aligned to the UK professional Standards Framework for teaching and supporting learning in higher education.

Further information is available from the Enhanced Academic Practice team.

All 含羞草视频 awards are fully compatible with the national Framework for Higher Education Qualifications in England, Wales and Northern Ireland (the FHEQ) and the Higher Education Credit Framework for England, as well as the qualifications framework adopted at the Bergen Summit of the Bologna Process for the creation of a European Higher Education Area (EHEA).

This compatibility is mapped out in Table 1 (below), which identifies the credits required for each level of award, and the relationship with the FHEQ level and the FQ-EHEA cycle.

Undergraduate modules should be credit weighted in multiples of 10, with a maximum module size of 30 credits, except for project / dissertation modules or credit exemptions.

Postgraduate modules (including those delivered in Part D of undergraduate Master's degrees) should be credit weighted in multiples of 10 or 15, with a maximum module size of 30 credits, except for project / dissertation modules or credit exemptions. 

The credit framework is supplemented by Table 2 (below), which provides a framework for the use of subject titles in undergraduate awards.

Notes:

1. Modules in the University-wide Language Programme (UWLP) are not assigned to the HE credit levels but are credit rated on the basis of notional workload and may contribute to the total credit value of awards (see Table 3 below). 
2. The EngD incorporates a taught programme of study not exceeding the equivalent of one full-time calendar year which may lead to the award of an MSc at level 7; the taught element only is credit rated.
3. Integrated Master's Degrees incorporate study equivalent to at least one full-time academic year at level 7. Thus study at Bachelor's level is integrated with study at Master's level and the programmes are designed to meet the expectations of the descriptors of both first and second FQ-EHEA cycles.
4. The Postgraduate Certificate in Education (PGCE) is at FHEQ level 7 and of 36 weeks' duration. It includes modules with a credit value of 60, plus two 'Practical Teaching' modules which are not credit rated.
5. The Framework for Higher Education Qualifications (FHEQ) was first published in 2001 and is developed and maintained by QAA, which published the revised second edition in August 2008. The FHEQ describes the achievement represented by higher education qualifications and applies to degrees, diplomas, certificates and other academic awards (other than honorary degrees and higher doctorates) granted by UK higher education providers in the exercise of their degree awarding powers.
6. The Framework for Qualifications of the European Higher Education Area (FQ-EHEA) was adopted at the Bergen Summit of the Bologna Process for the creation of a European Higher Education Area (EHEA). The QAA has independently certified that the FHEQ is compatible with the FQ-EHEA. 
7. The European Credit Transfer and Accumulation System (ECTS)

The table below outlines minimum credit requirements for the following awards:

• Single subject (with title naming a subject or related subjects)
• Joint (with title naming two distinct subjects as ‘x and y’)
• Major/Minor (with title naming two distinct subjects as ‘x with y’)
• Multidisciplinary (with title naming three distinct subjects as x, y with z’) 

Notes:

1. All awards should also satisfy the requirements for the total credit value of the award (column 2)
2. Where a module involves more than one subject, all the credits from that module may count towards satisfying the minimum requirements for each subject. A module comprising material which, while not directly related to the subject, provides knowledge or skills necessary for its study, may also count towards satisfying the minimum requirements for that subject.

University-wide Language Programme (UWLP)

1. UWLP modules are designed and delivered in accordance with the expectations of the Common European Framework of Reference (CEFR).
2. Where Programme Specifications allow the study of UWLP modules:

• Students are eligible to enrol on UWLP modules at levels above the level of prior equivalent qualification specified in Table 3 (below).
• Schools are not able to prohibit the study of UWLP below a certain level.
• The Language Centre has sole responsibility for determining student competence.
• While pedagogically desirable, students are not required to take UWLP modules consecutively across their programme (either within or across Parts).
• UWLP credits contribute to the total credits required for an award.
• UWLP credits contribute to the overall programme mark for the classification of award. 

Table 3: Equivalence table – Common European Framework of Reference (CEFR) / LU language modules / FHEQ levels

UK qualification equivalent required for entry UWLP modules:

Post A level qualification

FHEQ Level: Level 6
UWLP Modules: 11 – 12
CEFR Level achieved on completion of module: C1 (C2)   Proficient User

Language competence descriptors (productive/receptive skills):

• • Can understand with ease virtually everything heard or read.
  • Can summarise information from different spoken and written sources, reconstruct arguments and accounts in a coherent presentation.
  • Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

Post A level qualification

FHEQ Level: Level 5
UWLP Modules: 9 - 10
CEFR Level achieved on completion of module: B2/C1

Language competence descriptors (productive/receptive skills):

• • Can understand a wide range of demanding, longer texts and recognise implicit meaning.
  • Can express him/herself fluently and spontaneously without much obvious searching for expressions.
  • Can use language flexibly and effectively for social, academic and professional purposes.
  • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

A level

FHEQ Level: Level 4
UWLP Modules: 7 - 8
CEFR Level achieved on completion of module: B2 Independent User

Language competence descriptors (productive/receptive skills):

• • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.
  • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible, without strain for either party.
  • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options.

AS level

FHEQ Level: N/A
UWLP Modules: 5 - 6
CEFR Level achieved on completion of module: B1

Language competence descriptors (productive/receptive skills):

• • Can understand the main points of clear, standard input on familiar matters regularly encountered in work, school, leisure etc.
  • Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
  • Can produce simple, connected text on topics which are familiar or of personal interest.
  • Can describe experiences and events, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

GCSE

FHEQ Level: N/A
UWLP Modules: 3 - 4
CEFR Level achieved on completion of module: A2 Basic User

Language competence descriptors (productive/receptive skills):

• • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic, personal and family information, shopping, local geography, employment).
  • Can communicate in simple and routine tasks, requiring a simple and direct exchange of information on familiar and routine matters.
  • Can describe in simple terms aspects of his/her background, immediate environment and similar matters in areas of immediate need.

None

FHEQ Level: N/A
UWLP Modules: 1 - 2
CEFR Level achieved on completion of module: A1

Language competence descriptors (productive/receptive skills):

• • Can understand and use familiar, everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
  • Can introduce him/herself and others and can ask and answer questions about personal details, such as where he/she lives, people he/she knows and things he/she has.
  • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.