Quality Assurance and Enhancement

The Skills Curriculum

Introduction

The webpage consists of:

• The newly approved Level 1 Skills Learning Outcomes (Approved by Academic Board on 06.04.11), together with relevant implementation information.

AND

• The original Skills Curriculum which is now only relevant in relation to Levels 2 and 3. (All information relating to Level within the Skills Curriculum is now over-ridden by the information in 1 above.)

1. Level 1 Skills Learning Outcomes

Five learning Outcomes (LOs) now replace the previous twelve.
These are:

1. Find, access, interpret and evaluate evidence.

2. Express a range of ideas using appropriate English, relevant academic writing conventions and discipline specific styles (e.g. science, business, law etc)

3. Use and cite sources in line with the concepts of academic integrity

4. Reflect on and record your own learning, skills and development needs

5. Demonstrate appropriate use of technology

These learning outcomes must EITHER be realised in one Level One, Core module OR embedded within two Core modules. In most cases, it is likely to be more practical to keep the learning outcomes in one.
These learning outcomes may be combined with others, specific to the discipline. All learning outcomes will be assessed within summative module assessment. Ideally, delivery will take place in the first semester of study though this will be left to the discretion of the Programme Leader.

Implementation

Some programme may wish to make immediate changes to their Level One skills learning outcomes, whilst others may prefer to revise their relevant modules within the meduium term. Accordingly, the implementation requirement wil be that ll revision to the skills learning outcomes will be completed by end of May 2012, ensuring fully implementation for the start of the 2012/13 Academic Year. However, early adoption is recommended.

Collaborative partners will be permitted a further year to fully implement these proposals.

Context

Our Skills Curriculum is an entitlement for our students. It has been designed to ensure that students are taught [1] , have the opportunity to practice, and are assessed in Skills for: Academic Learning, Employability (Professional Practice [2] ) and Research. The Skills are explicit and are developed within the context of the student's programme of study. Students will have the opportunity to identify the skills they need and record and evidence skills acquisition through a supported Personal Development Planning process,

The Skills Curriculum was developed through a wide ranging consultation process that included the views of students from programmes and levels of study across all three campuses. Other inputs to the deliberations of the Skills Group included: comments from external examiners, employers and academic and support colleagues; our performance against national benchmarks in retention and employability and the reports from the consultants who worked with us in 2003-04. Our Skills Curriculum is based on best practice identified through analysis of provision at other HEIs, information and resources provided by the Higher Education Academy and effective practice within our own institution.

The Skills Curriculum consists of an identified Skills Module for each of:

1. Skills for Academic Learning
2. Employability (Professional Practice)
3. Research Skills

The Skills for Academic Learning module is located at level 1. It is expected that the modules for Employability (Professional Practice) and Research Skills will normally be located (one in each level) at levels 2 and 3 of the programme of study. However programme teams may decide, based on the academic coherence of the programme, to make both modules available at either level 2 or 3. If this option is chosen, programme teams will make provision for the supported Personal Development Planning process to be incorporated into modules taken in each Semester of the level that has no Skills module in accordance with our Personal Development Planning Policy.

The Indicative Learning Outcomes for each module were defined through the consultation process and were discussed, and then agreed, by Academic Board. They are to be customised only to the extent of including the named Programme or Field of study and they are to be achieved by supporting student learning within the context of their programme of study. Any content introduced into and delivered through the Skills modules will be for the purpose of contextualising the Skills and not as separate components of the module.

Structure of the paper

This paper is in three parts. Part 1 describes the agreed Indicative Learning Outcomes for each of the skills modules at the appropriate level. Part 2 describes expectations for implementation of the Skills Curriculum and Part 3 identifies the resources and support available to colleagues and students.

Part 1 The Skills Curriculum

Skills audit

All Schools will provide students with the opportunity to undertake a personal skills audit during First Week or in the first Skills Module session as part of the introduction to the Personal Development Planning process. This will enable students to identify their current Skills level and begin to collect evidence of their skills acquisition.

Skills for academic learning level 1 - Indicative Learning Outcomes

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

1. Demonstrate how to be an effective student in HE
2. Use our IT systems, communicate electronically and use any basic computer packages relevant to the programme of study
3. Access all forms of resources available in the LRCs both in print and electronically relevant to the programme of study
4. Evaluate information sources and make judgments about their likely worth
5. Read texts critically and be able to précis, paraphrase, reference and quote correctly
6. Record information from a variety of sources including lectures, seminars, texts and internet sources
7. Interpret published data relevant to their programme of study
8. Work effectively in groups
9. Produce different types of written work appropriate to the programme of study observing the conventions of academic writing
10. Plan for and engage in relevant forms of assessment
11. Understand the nature of collusion and plagiarism and be able to check assignments to ensure that all third party content is properly referenced
12. Reflect on and record own learning and skills in a Personal Development Plan

Programme of study to be replaced by the name of the specific programme

Employability (Professional Practice) Level 2 - Indicative Learning Outcomes

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

1. Reflect upon their own employment aspirations and align them to current employment opportunities
2. Describe and evaluate personal, professionally relevant skills against a chosen career path.
3. Reflect on the requirements of the job market; construct an application and critically review the application process
4. Select, implement and evaluate appropriate interview and presentation techniques
5. Constructively critique professional practice in a chosen field, identifying relevant personal strengths and weaknesses in the form of a Personal Development Plan.

Employability (Professional Practice) Level 3 - Indicative Learning Outcomes

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

1. Critically reflect upon their own personal and professional skills, experience and aspirations and construct a position statement and a career development action plan within their Personal Development Plan
2. Research and critically evaluate the job market and work cultures
3. Analyse and critically evaluate the requirements of recruitment, selection and promotion processes
4. Critically assess and demonstrate the skills needed in employment, including the theory and practice of working in teams
5. Research and apply appropriate verbal and non verbal communication skills to meet employer expectations.

Research Skills Level 2 - Indicative Learning Outcomes

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

1. Describe aspects of the research process relevant to a chosen field of study
2. Select techniques appropriate for research in a field of study. These techniques may be qualitative, quantitative or a mixture of both
3. Plan a research project appropriate to a field of study
4. Select and implement appropriate analytical techniques
5. Identify the nature and sources of information and data needed to write a research proposal and report
6. Constructively critique the research of others, identifying strengths and weaknesses in technique, analysis and conclusions.

Research skills Level 3 - Indicative Learning Outcomes

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

1. Frame a research topic
2. Construct a literature review
3. Identify and apply appropriate research methodologies
4. Construct and implement a realistic research timetable
5. Deliver a presentation on a chosen research topic
6. Critically reflect on data produced
7. Critically reflect on the ethical considerations of their chosen research topic

Implementation time table

The principles of the Skills Curriculum were published in April 2004 with the agreement that Level 1 would be implemented for September 2004 and Levels 2 and 3 from September 2005. Modules that are amended or introduced so as to incorporate the Indicative Learning Outcomes of the Skills Curriculum must be approved by the relevant School Quality Standing Committee. All new Programmes or those being reapproved will include the Skills Curriculum as a matter of course.

The Skills Curriculum as the basis for broader skills development

The Skills Curriculum specifies a core set of skills that have been identified through a broad consultation exercise. However, the Curriculum can only form a basis from which students will develop their skills throughout their particular programme of study and upon which skills in all other modules will build.

Some of the many skills that employers are looking for (as expressed in the ESECT's [3] publications) may currently be implicit within modules. These should be identified explicitly for students as Indicative Learning Outcomes throughout their programme and articulated in module specifications as research indicates that students need to practice, develop and refine skills across their programme. Indicative Learning Outcomes throughout a student's programme of study should provide explicitly for this developmental process and the Personal Development Planning process enables students to evidence their skills acquisition and growth.

Part 2 Implementation

Summary of agreed requirements for Implementation

In order that students can individually identify their Skills Curriculum, programme teams will need to ensure that:

1. The Indicative Learning Outcome for each of the skills specified in our Skills Curriculum is included and that:
   1. The learning and teaching methodology for each skill is made explicit to the students
   2. The methodology and criteria for assessment are made explicit to the students
   3. On completion of the module students will be able to provide evidence to demonstrate their acquisition of each skill
2. Each student has the opportunity to undertake a Skills Audit at the beginning of their studies with us
3. All Skills Curriculum Modules will explicitly identify that the students will be taught, will practice and will be assessed in those skills within the context of their subject of study. They are not intended to be 'bolt-on', and should act as a vehicle for studying the subject
4. The Indicative Learning Outcome agreed for each Skills Module must be taught and assessed in a single module which will normally be of 20 credits [4] . Schools are responsible for ensuring the equity of the student entitlement and experience
5. There are only 2 exceptions to the requirement for incorporation of a single Skills Module for each set of Indicative Learning Outcomes. (Employability in some Professionally accredited programmes and Research Skills where Research methods and a Research project or dissertation are delivered in two modules at the same level). The procedure in such cases is spelt out below in 5.1 and 5.2.
   1. Where programmes are approved by Professional Bodies and both contain Indicative Learning Outcomes for professional practice and meet or exceed their employability benchmarks. For these programmes the following will apply:
      1. Existing explicit Indicative Learning Outcomes for skills requirements for professional practice and standards that are embedded throughout the programme will constitute the Skills Curriculum for employability
      2. The location of each Indicative Learning Outcome equivalent to those in our Skills Curriculum for Employability must be highlighted and brought to the attention of the students so they can see that the programme provides their entitlement within the Skills Curriculum
      3. Students have a supported Personal Development Planning process embedded into their programme and have the opportunity to record the evidence for acquisition of the skills in their own Personal Development Plan
   2. Where programmes have chosen to develop students' research skills over 2 modules at the same level, the Indicative Learning Outcomes for Research may be delivered between the two modules
6. The skills are delivered for all students, including Part time, Semester B starts and Combined Honours students
7. Provision for continuous support for the Personal Development Planning Process must be incorporated into a core module delivered in each semester of a student's study [5] in accordance with our Personal Development Planning policy
8. Designated Personal Development Tutors are involved in the skills audit and in the Personal Development Planning process elements of the module

Provision for students joining us in Semester B

Provision must be made to deliver the Skills for Academic Learning module in Semester B for all students joining in that Semester. If this module is taught across either a field or the whole School, then economies of scale can be achieved.

Introducing the Skills Module in Semester B will require one of three courses of action:

1. If students are to take 3 modules in each semester, both the Skills Module and a second core module will need to be taught in both semesters.
2. Exceptionally and with appropriate counselling, students starting in Semester B may take 4 modules in Semester B and only 2 in the following Semester A
3. Students registering for a Semester B start may take the Skills Module in part-time mode during Semester A in preparation for their University studies

Combined Honours Students

All combined programmes are required to have a Skills Module as an option at each level.

1. Where students have a major and minor, the Skills Curriculum Module will become a core component of the major discipline
2. Where students have a joint programme, the students will chose the Skills Module in one discipline. This will be made clear to students so that they neither miss out on their entitlement nor are assessed twice for the same Indicative Learning Outcomes. Appendix 1 illustrates these principles.

Collaborative Partnerships

Students who are undertaking franchised programmes of study with our partner institutions have the same entitlement to the Skills Curriculum as students studying with us on campus or by distance learning. Where programmes are developed jointly with partners or are developed by our partners, partners should be strongly encouraged to include our Skills Curriculum for the benefit of all students.

Review and Enhancement

Each School will need to establish an auditable process to ensure that:

1. All students have an equivalent opportunity to gain the skills they need to underpin the rest of their studies and that this entitlement is widely known and understood by all staff and students.
2. Assessment is equitable in each programme
3. A module in each semester of each level of every programme is identified to support the Personal Development Planning process
4. The Personal Development Planning process is effectively and equitably delivered and supported for all students and that Combined Honours, Part time and Semester B starting students have equitable access to our Skills Curriculum.
5. Programme leaders monitor and evaluate the delivery of the Skills curriculum within their programme and ensure that this process is recorded in the Programme REP report
6. Comparative information concerning equivalence forms part of the School REP report to be reviewed by QSC.
7. Issues for enhancement are passed to the Learning and Teaching Committee in each school for consideration and recommendations.

Institutional oversight

The Learning and Teaching Sub Committee will take responsibility for the evaluation of the initial level 1 implementation of the Skills Curriculum and the introduction of the Personal Development Planning Process.

Part 3 Support available to programme teams

For those Schools that do not have existing Skills Modules, A SAMPLE module proforma for a level 1 Skills module is provided. This is not prescriptive and programmes will need to customise it once they have decided what subject content they will deliver through the module.

Advice

The following colleagues will be able to offer support and where appropriate, staff development in aspects of implementation:

Members of the Skills task group:

• Ann Slater - Head of Education
• Alan White - Quality Leader in Social Science, Media and Cultural Studies
• Sharon Brown - LILT in SCoT
• Hilary Lim - PL in Law
• Graham Curtis - Head of Modular Programmes
• Arvind Sharma – Director of Student Services
• Femi Bola – Head of Employability
• Paul Chopra – Learning Support Services
• Suzanne Robertson – Director of LDS

Skills Module Leaders

• Chris Pawson (Psychology)
• Roger Carpenter (Health and Biosciences)

Members of the Personal Development Planning working group

• Mike Laycock – LDS
• Arvind Sharma – Student Services
• Andrew Ruffhead - AVA
• Brian Whiting -SCoT
• Chris Pawson - Psychology
• Helen Fisher – Health and BioSciences
• Jules Cassidy – SSM& CS
• Marie Joseph – SSM& CS
• Richard Ryder - Law
• Robert Johns - SSM&CS
• Stephanie Sandland - Business

School Research Leaders will be able to provide further support for the development of research skills.

Materials

1. Print materials from various providers for which we have a license to customise and copy are available for use within the terms of their licences. Copies on CDs have been made available to LILTs for:
   1. Learning Skills
   2. The Effective Learning Programme
   3. Information Skills
   4. Induction to learning
   5. Research Methods
   6. Career Planning
2. Higher Education Academy resources at:
   • http://www.heacademy.ac.uk/474.htm Former LTSN Subject centres
   • http://www.heacademy.ac.uk/44.htm Former LTSN Generic centre
3. Higher Education Academy resources available to members
4. Web-based resources available from the SkillZone web site
5. Cotterell, S. Study Skills ( UEL 4 th Edition) Pergamon Press London 2004 (All Schools have chosen to provide this for all of their students)

Appendix 1

Single and Combined Programmes and Skills

The grid below gives one example of the way that modules from single, major, minor and joint programmes can be mapped onto a programme structure.

Notes:

1. The Skills 1 module (study skills) should always be in the first semester of level 1
2. The Skills 2 and Skills 3 modules may be in either semester – all that is required is that an employability skills module and a research skills module are included (except in the limited case, covered by professional body requirements, where the outcomes of the employability module are embedded in other modules)
3. Although many of the modules are designated as core they might be options – for instance it is not uncommon for a minor to stipulate that some (or all) of the modules should be merely selected from the relevant Field (prerequisites allowing). Whereas for a major which is professionally accredited, the professional body may insist on the entire set of modules as core for exemption purposes. This is a matter for programme approval.

Single

	Module	Module	Module
Level 1	A (core)	Skills 1 (core)	B (option)*
Level 1	C (core)	D (core)	E (option)*
Level 2	F (core)	Skills 2 (core)	G (option)*
Level 2	H (core)	I (core)	J (option)*
Level 3	K (core)	Skills 3 (core)	L (option)*
Level 3	M (core)	N (core)	O (option)*

* an option allows modules to be added or replaced easily

Major

	Module	Module	Module
Level 1	A (core)	Skills 1 (core)
Level 1	C (core)	D (core)
Level 2	F (core)	Skills 2 (core)
Level 2	H (core)	I (core)
Level 3	K (core)	Skills 3 (core)
Level 3	M (core)	N (core)

Minor

	Module	Module	Module
Level 1	A (core)
Level 1	C (core)
Level 2	F (core)
Level 2	H (core)
Level 3	K (core)
Level 3	M (core)

Joint

	Module	Module	Module
Level 1	A (core)	Skills 1	B
Level 1	C (core)	D	E
Level 2	F (core)	Skills 2	G
Level 2	H (core)	I	J
Level 3	K (core)	Skills 3	L
Level 3	M (core)	N	O

Students doing Joint 1 and Joint 2 would select at each level from which joint to take the skills module

• Skills 1 or (B or D or E)
• Skills 2 or (G or I or J)
• Skills 3 or (L or N or O)

For joint programmes a student is required to do relevant skills modules at each level from either (but not both) joints making up their programme – hence the skills modules are options for each joint

Graham Curtis, Head of Modular Programmes, April 2005

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• [1] A variety of learning and teaching methodologies will be appropriate but must be explicit for students.
• [2] Professional practice is defined as those programmes accredited by a Professional Body that have core Indicative Learning Outcomes for Professional Practice.
• [3] Enhancing Student Employability Co-ordination Team
• [4] The module may be of more than 20 credits where modules carrying more credits currently exist
• [5] See our Personal Development Planning Policy for further details

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© 2007