This page sets out the regulations about course specifications (formally programme specifications) to help staff who are both updating existing course specifications as well as designing new ones. These documents are published to both applicants and current students.
Please note, terminology for a programme has been renamed as ‘course’ from academic year 2025/26 onwards.
The university regulations on minimum expectations for teaching and learning must be consulted and adhered to. Similarly, the requirements of the university course principles must also be followed. Link provided in Section 3 below
A course specification is required for all courses on which a student may register (including ordinary degree courses). There is no requirement for separate course specifications for awards granted solely due to a student not satisfactorily completing the course they are registered on. Courses with a choice of pathways will need a separate Course Specification for each pathway.
For Postgraduate Certificates and Postgraduate Diplomas, a separate course specification is only required if direct application is possible. Where the Certificate or Diploma is awarded to students who do not complete a Master's course, their qualifications fall under the course specification of the corresponding Master's degree.
For integrated Master’s courses, there is no requirement to produce a Bachelor’s degree course specification if students are effectively 'exiting' with the Bachelor’s degree after three years. A course specification would only be required if students can transfer to a Bachelor's degree course at an earlier point, and are registered for a period before receiving their degree.
The university has endorsed seven principles for good curriculum design, called the Course Design Principles (link in section 3 below). Schools are asked to review the principles in the Curriculum design document as they design courses.
Please note, university policies and procedures outlined in university regulations and the Quality Manual apply automatically to all courses. Therefore, please do not reproduce or summarise the content of university regulations or the Quality Manual in a course specification.
2.1.1 Title
Specify the qualification (e.g. BA, BSc, MA and others) and the subject title (e.g. Applied Linguistics) that will be reflected on students' degree certificates and transcripts. These will appear on students’ degree certificates and transcripts in this form.
In the case of Bachelors' degrees, please specify whether the qualification is with honours or ordinary.
Please note no two courses can share the same name.
For 2-year Master's, the title must include (2yr) appearing on the end of the title to make a clear distinction between other variations of Masters course. This will only appear on courses of 240 credits. Where courses are of this duration as a result of non-credit bearing placements this identifier will not appear.
Please consult the University of Nottingham Qualifications Framework Quality Manual page for more information on each type of qualification:
2.1.2 Programme code
This must be left blank. A UCAS and Academic Plan code will be assigned by the Curriculum Approvals and Advisory Team (CAAT) in UNUK, Academic Services Unit (ASU) in UNNC, and Student Registry Office (SRO) in UNM once a new course has been approved.
2.1.3 Administrating School
Identify the School responsible for overall management, administration, and quality assurance of the course.
If operational responsibilities for any of these matters are delegated to other Schools, please state these schools, specify their role and the percentage of their contribution. Please also specify the campus and location for the course.
2.1.4 Partnership arrangement
Provide information on any placement arrangements including details of the partner and whether the course is based on an existing one.
Please consult the Quality Manual page on partnerships and placements for further guidance (link in Section 3).
2.1.5 Type of course
The types of course are defined as:
- Single subject (with subject specific title)
- Joint (naming two distinct subjects as ‘x and y')
- Major/Minor (naming two distinct subjects as ‘x with y' or similar)
- Multidisciplinary (listing three distinct subjects)
- Classified additional study/placement year (where the year contributes credit to the award and is included in the final classification – with title naming the year as ‘x with year in y’)
- Unclassified additional study/placement year (where the year does not contribute credit to the award – with title naming the year as ‘x including a year in y’)
Please consult the University of Nottingham Qualifications Framework for detailed definitions (link provided in Section 3). Additional study/placement years are in the penultimate year of study and cannot be the final year of the course, with the exception of ‘classified’ additional years, where this is explicitly approved through the university’s academic governance process.
2.1.6 Mode of study
Choose full time and/or part time. For courses offered in both full time and part time modes, a single course specification will be required. This course specification must set out the distinct course structures and descriptions for each mode of study, clearly setting out credit load, sequencing and duration.
2.1.7 Mode of delivery
Specify the mode(s) of delivery and location(s) (including University of Nottingham Malaysia (UNM) and University of Nottingham Ningbo China (UNNC) where applicable) from the list below:
- Full-time
- Part-time
- Distance learning
- In-Person
- Blended Learning
- UK campus
- UNM or UNNC or both
2.1.8 Duration
Please confirm the duration of the course (if available both full-time and part-time please provide the duration for both modes of delivery).
- Bachelors: 3 years
- Integrated Masters: 4 years
- Postgraduate Masters: 12 months full-time/24 months part-time
- Postgraduate 2 year Masters: 21 months full-time/42 months part-time
2.1.9 Annual start date
Please indicate whether it follows a standard or non-standard start. If the course begins on a date other than the start of the academic year, please provide the specific start date and all relevant start dates, where there is more than one date of commencement.
- Standard Start: Starts at the beginning of the academic year
- Non-Standard Start: Please state the start date(s) if the course is to have start date which is anything other than the start of the academic year. If there is more than one start date, please state all of them.
2.1.10 Higher Education Classification of Subjects (HECoS) codes
Provide the relevant HECoS code.
Please consult the Higher Education Classification of Subjects codes in the Quality Manual for more information about HECoS codes (link provided in Section 3)
2.1.11 Accrediting body
Please state the following:
- The name of any professional body which will, or is expected to, recognise or accredit the course and the level along with type of that accreditation
- The manner in which accreditation or recognition is necessary to practise a profession
- The status of any application for accreditation or recognition and the timescale involved, including dates of professional body visits for accreditation or re-accreditation
2.1.12 Relevant QAA subject benchmark(s) and characteristic statements
Please state the Quality Assurance Agency for Higher Education (QAA) subject benchmarks which are most relevant to the course. As there are few benchmarks for postgraduate study, it may not be possible to identify a relevant benchmark for postgraduate courses – though it could still be helpful to list a benchmark for a corresponding undergraduate course which would normally provide entry to the postgraduate programme.
For more information about lists of benchmarks on the QAA website, please consult the link in Section 3.
In addition to the above, schools need to consider QAA characteristics statements published related to the proposed qualification to ensure that the distinctive features of the proposed qualification are articulated in module and course specifications.
For information on Characteristics statements, please consult the link in Section 3.
2.1.13 Fees
Please state the fee band for home and international students. A link to this university information is provided in Section 3.
If any section of the course specification vary significantly based on the mode of delivery, consider submitting separate course specifications for each version.
Provide any information of interest to applicants including a course outline and duration as a minimum.
2.2.1 Outline description of course for current students
Please provide an outline description of the course aimed at current students
Information for students once they are at Nottingham – and not covered in the later sections of the course specification – must be included in the School’s own Student Handbook rather than being included in this section.
2.2.2 Outline Description of the Course for prospective students
Please provide any information you think would be of interest to applicants for this course. As a minimum, this must be an outline of the course.
2.2.3 Content Note
Please specify whether the module includes any teaching or assessment content that may be considered potentially sensitive of distressing, particularly for individuals with relevant personal experiences.
A content note should act as a verbal and/or written alert, enabling students to prepare themselves in an informed way to engage the content.
Please ensure that the content note provided is specific and clearly indicates the nature of the content, particularly where material includes graphic imagery or explicit descriptions. The determination of whether a content note is required should be guided by professional judgement and common sense.
Content notes are intended to support informed student engagement and do not restrict academic content or pedagogic approach.
2.2.4 How students will be taught
Please provide a generic course level overview of how students will be taught, rather than specific details which may vary from year to year. For example, it is not necessary to include teaching times or contact hours. Prospective students will also see this information. For support and advice, please contact CAAT (details provided in Section 3 below).
Additional information for students at Nottingham not covered in the later Sections of the course specification must be included in the School’s Student Handbook rather than in this section.
2.2.5 How students will be assessed
Please provide an overview of the range of assessment methods that may be used across the programme. This may be presented as a simple bulleted list, or as a bulleted list with brief explanatory text.
The information provided should give students a high-level indication of how learning is assessed across the programme, without describing assessment requirements for individual modules. (Please see the link to CAAT SharePoint site, provided below, for information on assessment typology).
2.3 Supplementary regulations
If any sections of the course specification vary significantly based on the mode of delivery, consider submitting separate course specifications for each version.
2.3.1 Admission requirements
Please provide a summary of the minimum qualifications necessary to be considered for entry to the course, including English language requirements, and any necessary skills or experience applicants must have. English Language requirements must be set at one of the five levels designated by the university, details of which are available from the Admissions Office.
If the course is only available by internal transfer from another University of Nottingham course and is therefore not open to external applicants, then this must also be indicated.
Include Disclosure and Barring Service (DBS), requirements, if applicable, and any other requirements.
For more information about the university's admission requirements, please consult the admissions pages (links provided in Section 3)
2.3.2 Course structure
Align the course structure to the University of Nottingham Qualifications Framework and it must comply with university regulations. Link provided in Section 3.
For each stage of the course, please state:
Whether students have any unrestricted choices of modules. If the course includes modules from another School, consult with that school to ensure appropriateness, confirm requisites are amended to allow students to choose the modules and ensure sufficient capacity to accommodate additional students.
Modules must be assigned to one of three group types:
- Compulsory Group: all students on the course must select all modules in this group.
- Restricted Group(s): students must select a minimum of XX credits and a maximum of XX credits from this group. Where multiple restricted groups are in use students choose from each group e.g. group one AND group two.
- Alternative Group(s): students must select a minimum of XX credits and a maximum of XX credits from this group. Where multiple alternative groups are in use students choose from only one group e.g. group one OR group two.
In all cases:
- State the credit value, level of modules and semester in which they are being delivered.
- All new courses (and any course changes) must be constituted by modules with values of 10, 20, 30, 40, 50 or 60 credits; with the majority being 20 credits or more. For the MRes only, larger credit sizes of 80, 100, 120, 140 or 160 are permitted. 10 credit modules must be in the minority. No more than 50% of credits in a stage, which includes the taught stage of a taught master’s course, can be comprised of 10 credits.
- Please note, there must be a minimum of 50 credits and a maximum of 70 credits for UG courses in each semester, similarly, a minimum of 60 credits and a maximum of 80 credits for PGT courses in each semester. For avoidance of doubt, this is for full time students; part time students would be a minimum of 30 credits and maximum of 40 credits per semester.
- For courses offering full-year modules, the credits will be evenly divided between the Autumn and Spring for the purpose of calculating the maximum credits.
- Dissertations will usually be set as SUM (summer) offerings for PGT to avoid exceeding maximum credit split per semester.
- Submissions must specify if modules are existing or if new ones are being submitted for approval.
- Consider the balance between directed and self-directed learning in the course as a whole and adhere to the university policy on minimum expectations for levels of teaching and learning activity (link provided in Section 3).
2.3.3 Non-compensatable modules
Please indicate for each module whether it can be compensated (Compensatable with a Y) or not (Non-compensatable with an N) under university’s regulations for the compensation of fail marks.
More information about compensation can be found in the university's assessment and marking policies (link provided in Section 3)
Please be aware of the following:
- A non-compensatable module is one which must be passed at the relevant level (40% for honours degrees, 50% for masters' degrees, PG Certificates and PG Diplomas). A student has the opportunity to resit the same module for progression purposes (except in their final year of undergraduate study), but they must achieve over the minimum level in one of their attempts to be awarded the credits for that module.
- In contrast, compensatable modules allow a failed mark to be compensated by better performance in other modules provided the student meets the requirements set out in the relevant study regulations. For example, for undergraduate study, a poor performance of 35% in a compensatable module may be balanced out by a good performance of 60% in another module.
2.3.4 Additional components
Where courses allow for students to have a free choice for a module, please ensure that additional groups are added. For additional groups, please specify how many credits (or range of credits) students must take from that group. Please also specify the timing of these additional components within the course.
Note it is not permitted to state that students may do other modules to those required in the course specification, whether with School (for example course director) oversight and approval or not.
More information about the academic regulations can be found on the QM page (link provided in Section 3 below).
2.3.5 Assessment
The course must adhere to the university's Undergraduate and Postgraduate taught assessment regulations.
All teaching and assessment must be in English, except where the subject of study is a language or literature other than English.
2.3.5 Progression information:
Standard university progression regulations will apply except in the following circumstances: integrated Masters' programmes; honours degrees with a compulsory year out; and between a foundation year and qualifying year. In these cases, non-standard progression regulations can apply if clearly stated in the programme specification.
For integrated Masters' courses, where applied, the single allowable enhanced progression requirement is that a student must achieve a weighted average mark of at least 55% at the first attempt.
Regulation 20 states that a student can proceed carrying up to 20 credits if they have not progressed by September. Course specifications may state an opt-out if it is impossible or unwise for a student to proceed carrying credits. Possible circumstances where an exception may be permitted include:
- 2+2 course students coming from University of Nottingham Malaysia (UNM) and University of Nottingham Ningbo China (UNNC) – where the Home Office would not issue a visa unless the student has progressed
- Courses that could not cope with the additional resource or facilities implications of additional students – for example, those with placements
- Cases where it is essential for a student to have passed (as opposed to have taken) a pre-requisite module before starting the next part of their course.
- Progression from a foundation course to an honours degree
Any requests for exemption must be approved by Quality and Standards Committee (QSC) and noted in the course specification.
Where schools require students to pass or to perform at a particular minimum level in the taught stage of a course before progressing to the research stage (that is, the dissertation or research project) this will be explicitly stated in the course specification.
2.3.6 Degree information:
The standardised weighting for a Bachelor’s degree must be 33/67 for Parts I and II respectively, and that the standardised weighting for an integrated Master’s degree (undergraduate) must be 20/40/40 for Parts I, II and III respectively, unless exempted from this due to professional, statutory, regulatory body (PSRB)requirements.
Undergraduate degree classification is based on the weighted (arithmetic) mean mark achieved over identified stages (with defined weightings given to the stages being considered).
If the award of an ordinary degree is available to students not meeting honours requirements this must be stated clearly in the course specification and an ordinary degree course specification must be held on Campus Solutions.
For more information about UG classification, compensation and borderline regulations, please consult the marking and classification QM page (link provided in Section 3).
Postgraduate Masters, diploma and certificates will be awarded with merit to students who achieve a final credit-weighted mark of at least 60% and with distinction to students who achieve a final credit-weighted mark of at least 70%.
In addition, please note the following:
- In accordance with the regulations on marking and grading, viva voce examinations must not be used to decide whether or not a borderline candidate will have their degree class raised.
For more information about PGT classification, compensation and borderline regulations, please consult the PGT Academic Regulations QM page (link provided in Section 3)
2.3.7 Pathways
Please provide here details of any additional awards made by the university, and/or any named Pathways* that may be awarded.
*Pathways are for the purpose of the award title, not for managing course structures or enrolments and allow for a ‘specialism’ to be added to the title on the degree, and thus where the inclusion of a Pathway(s) has been approved, the School is then responsible for updating the course specification of the existing course to state what criteria would need to be met to have specialism added. The award title will take the format: Subject (Pathway) for example BSc Hons Animal Science (Physiology).
Please note that pathways would NOT result in being able to recruit courses individually by specialism i.e. applications must be to the main title.
2.3.8 Fall back options
Please state here the title of the award which may be given to students who fail to meet the requirements of this degree. Where the title differs from that of the main award specific approval will be required.
Regulations may deviate from standard if there is a demonstrable requirement dictated by a PSRB or accrediting body. Any such requirement must be explicitly outlined in the course specification. Students failing to satisfy the more stringent requirements outlined in course specifications associated with a PSRB or accrediting body, yet satisfying university regulations must have the option to transfer to a named ‘fall back’ non-accredited degree.
Exceptions to this rule arise only where PSRB or local government mandates prevent the award of a ‘fallback’ degree or when a suitable ‘fallback’ option is unavailable. In such instances, this information must be clearly articulated in the course specification.
Where a fallback award (Foundation Certificate, UG Certificate, UG Diploma, PG Certificate, PG Diploma) has a different title than the original course this must be explicitly stated in the course specification. For example, the title may differ due to lack of accreditation, or it may not be appropriate to award the title to someone of lower credit value awards.
2.3.9 Other regulations
Specify any other requirements for students which are in addition to those stated in the university’s regulations and the University of Nottingham Qualifications Framework (UNQF).
If the course's total absolute maximum is less than those defined on the Maximum period from initial registration for completion of studies page, this must be explicitly stated. For more information, please consult the following Quality Manual pages (links in Section 3): Registration, attendance and study; University of Nottingham Qualifications Framework; Maximum period from initial registration for the completion of studies.
2.3.10 Professional Competencies
Specify which of the university’s professional competencies are developed through the course.
Demonstrate how selected professional competencies are embedded within learning outcomes, learning and teaching activities and/or assessment, where appropriate.
The university’s professional competencies are:
- Professional communication
- Co-ordinating with others
- Reflection
- Digital capabilities
Ensure the professional competencies are considered and planned at course level to support coherent and progressive development across the student lifecycle.
It is not required that every module addresses or assesses all professional competencies. Modules should contribute to the overall course level approach where relevant.
2.3.11 Sustainable Development Goals (SDGs)
Identify whether the course and/or its constituent modules engage with one or more of the United Nations Sustainable Development Goals (SDGs).
Where there is a clear and meaningful alignment with subject content and intended learning outcomes, specify how relevant SDGs are embedded within teaching and learning. This may include, for example, the use of case studies, applied or practice-based projects, research-led teaching or critical discussion.
Include references to SDGs only where there is genuine academic relevance and coherence. SDGs should not be applied universally or in a tokenistic manner.
Where applicable, record SDG alignment within course and module specifications.
If any sections of the course specification vary significantly based on the mode of delivery, consider submitting separate course specifications for each version.
2.4.1 Definition
Learning outcomes are (relatively) general statements indicating what a student is expected to know, understand and/or be able to demonstrate at the end of a period of learning. They are phrases which complete a sentence of the form "A student who completes this course successfully would be expected to …", or "… would be able to …".
It is good practice for learning outcomes to comprise a verb, object and context. An example (from Human Development) would be "Critically examine (verb) theoretical frameworks (object) relevant to neonatal development and adaption (context)". All three parts are needed to make the learning outcome workable.
Learning outcomes play a crucial role in the design of courses and modules, establishing a clear connection with the content and objectives. The purpose of assessment is to enable students the opportunity to demonstrate the extent to which they have achieved the intended learning outcomes.
Course learning outcomes must align with the Quality Assurance Agency (QAA) Subject Benchmark Statement, the level descriptors in the University of Nottingham Qualifications Framework (UNQF) and any professional or statutory body requirements.
Please consult the following Quality Manual pages (links in section 3) for more information: Benchmarks on the QAA site; University of Nottingham Qualifications Framework.
A curriculum map, provided as part of the course approval (or curriculum change) process, will demonstrate how module learning outcomes fulfil to the learning outcomes of the course.
2.4.2 Categories of learning outcomes
It is reasonable to have up to six learning outcomes for a module, with some variability depending on the credit value of the modules (typically with less learning outcomes for smaller credit sizes), and between 12 and 16 for a course. Some cases, may warrant additional learning outcomes, for example due to PSRB requirements etc
Module learning outcomes may be specific to the module, the course, or a combination of module and course learning outcomes.
It is advisable to minimise the reoccurrence of the same learning outcome across multiple modules. This minimises the number of learning outcomes in each module and avoids assessing the same learning outcomes multiple times.
Levels of assessment required to meet learning outcomes will be checked through the approval of the curriculum map.
For further information please see module specification guidance (link provided in Section 3)
Learning outcomes for both courses and modules should be written under one or both of the following two categories (other categorisations may be used where there are PSRB requirements):
1. Knowledge and understanding
These are outcomes which broadly describe the subject matter of the course or module.
2. Skills
These are outcomes which can come under one or more of the following three sub-headings:
- Intellectual skills – the abilities required to process the subject matter
- Professional or practical skills – those skills specific to a particular subject area, such as laboratory or field work, or the requirements of a specific professional or regulatory body
- Transferable or key skills – more specific skills which will commonly comprise most of the following:
- Oral and written communication
- Team work
- Self management
- Problem solving
- Critical thinking
- Professionalism
- Information technology literacy
- Numeracy
2.4.3 Assessing and attaining learning outcomes within modules
To achieve a learning outcome within a module, it is expected that a student at a minimum, has had the opportunity to acquire the necessary knowledge and develop the required skills, ultimately passing the module.
2.4.4 Attaining learning outcomes within courses
The learning outcomes listed for a course are expected to accurately reflect the modules on which a student can expect to enrol as part of that course.
In some instances, meeting all the learning outcomes specified for a course may be mandatory for example, due to Professional, Statutory and Regulatory Bodies (PSRB) requirements.
In this section, provide a brief summary of the teaching, learning and assessment methods used to enable these learning outcomes to be achieved and demonstrated. For example:
- Teaching and learning*: Lectures; tutor-led tutorials; student and tutor led seminars; on-line tutorials; problem-based learning scenarios.
- Assessment: coursework*: written seen or unseen examinations; poster presentation.
These statements are expected to demonstrate how the course has been structured to enable students to achieve the intended learning outcomes in terms of workload, volume and nature of assessment, course progression and increasing intellectual demand. They are expected to be general, not specific, in nature.
Please map the learning outcomes of the course against the modules comprising the course.
The curriculum map must show that a student cannot successfully complete the course without having acquired all the learning outcomes listed in the curriculum map and course learning outcomes section of the course specification. This can be demonstrated by ensuring that for each learning outcome there is at least one compulsory, non-compensatable module which delivers that outcome; or that the outcome features in a range of modules, such that it would not be possible for the student to complete the course without passing at least one of those modules.
New/revised curriculum maps are required with all new and changed course specification.
A template for a curriculum map can be found in Section 3. This template curriculum map is provided as a guide. Where there are PSRB requirements for a different format, this may be used.
Please provide a full plan mapping out the timelines for the course.
3.0 Related regulations, policies and procedures
4.0 Version control table
Version control table
| Version Number | Purpose/Change | Approving Committee | Date |
|---|
| 1.0 |
Clarifications made as part of a review of this section of the Quality Manual. Also reformatted to align with new University of Nottingham Policy Management Framework |
QSC |
August 2024 |
| 1.1 |
As part of a regular review cycle, this page has been updated to comply with current formatting requirements and some corrections, clarifications and updates made to the content.
Terminology for a programme has been renamed as ‘course’ from academic year 2025/26 onwards.
|
QSC |
January 2026 |
| |
|
|
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