University of Exeter Handbook (Transitional) Questions/Comments School of Physics

The Module Description Template

All the modules offered by the School of Physics are described using a template that conforms with the University template. The various entries are as follows:

Administrative Information

Code:The unique identifying code.
Title:The descriptive title.
Instructors:Staff responsible for delivery. The module co-ordinator is always listed first.
CATS credits:The credit value(s) in terms of the national Credit Accumulation and Transfer Scheme. One credit is notionally equivalent to 10 hours of university-based teaching/learning/assessment for the student.
ECTS credits:The European Credit Transfer Scheme credit value(s).
Availability:Registration may be restricted for various reasons.
Level:The academic cognitive-level described using the UK HE scale. Refer to, e.g. the SEEC descriptors for more information.
Pre-requisites:Optional modules that must have been passed prior to taking this module.
Co-requisites:Optional modules that must be taken prior to, or along with, this module.
Background Assumed:Prior learning that will be drawn on frequently during the module.
Duration:Semester(s) during which module will run.
Directed Study Time:Activities such as lectures, problems classes and laboratories.
Private Study Time:Unsupervised activities such as reading, tackling unassessed problems, reflection, etc.
Assessment Tasks Time:Time required to perform tasks, e.g. write reports, that will be assessed. (Excludes directed time.)
Observation report:Date, etc. of last peer appraisal report.

Aims

The rationale for the module and a description of the role that this module has within the broad context of the degree programme(s) of which it is part.

Intended Learning Outcomes

What a student will be expected to have learned, as a result of successfully participating in the module. As discussed in the [University] TQA handbook and elsewhere, appropriately stated learning outcomes are measurable using the listed assessment methods, and refer to both subject-specific skills and general-academic skills. From 2001/02 new module descriptions should relate skills to subject benchmark statements, programme specifications, and should make separate reference to:

  1. Subject-specific skills
    The skills and knowledge that students will have gained by the end of a module that are specific to that module or to that particular subject. For example, the ability to demonstrate facts and concepts achieved as a consequence of studying the module. Verbs that frequently characterise a subject-specific skill can indicate an expected level of achievement, such as 'recognise', 'demonstrate', 'interpret'.
     
  2. Core academic skills;
    The skills that are central to the particular discipline, where students demonstrate the use and application of subject-specific skills. They may be the point at which subject-specific and key skills are brought together. They are often more to do with the programme as a whole than with the module in particular. They will frequently be characterised by verbs that indicate the level of achievement that might be expected of a developing graduate, such as 'apply', 'analyse', 'synthesise', 'judge'.
     
  3. Personal and key skills.
    The skills that are not specific to the subject, that are generic and potentially transferable to any discipline or situation. They are more to do with processes than with outcomes. They may be practised and developed in the context of subject-specific and core academic skills, and can support learning in the discipline.

Learning and Teaching Methods

A list of types (e.g. lectures, self-study problems, problems classes, etc.) and the approximate proportion of time each will occupy.

Assignments

Written assignments or other formal work students will be expected to submit. Includes unmarked and formatively assessed assignments which do not count towards the end-of-module assessment. An indication of assignment length should be given.

Assessment

A list of types (e.g. mid-semester tests, end-of-semester examinations, dissertations, problems classes, etc.) with their percentage contribution to the final assessment.

Syllabus Plan and Content

This section lists the principal topics that will be covered by the module.

Core Text

Only books that are in print should be specified as the core text. There should normally be just one core text specified for undergraduate modules and at least one copy will be available in the University library, and the University bookshop will be asked to hold stocks. The core text may be referred to frequently during the module and students must ensure that they have access to a copy. A full list of all core and supplementary texts is generated automatically.

Supplementary Text(s)

At least one copy of books listed in the supplementary reading section will be available in the University library for students to consult.

Formative Mechanisms

Opportunities that students will have to gauge their progress (e.g. tutorials, problems classes, marked essays, self-assessed problems, etc.). These allow students to identify ways to modify their approach in the light of information provided

Evaluation Mechanisms

The mechanisms that the instructors and School will use to evaluate the progress and success of the module.

University of Exeter Handbook (Transitional) Questions/Comments School of Physics