considered appropriate to knowledge and understanding. Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically knowledge and understanding in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise. Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate) Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of cognitive skills at this level of the programme. Delete and replace with a list of the primary teaching and learning methods appropriate to cognitive and intellectual skills. Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to cognitive and intellectual skills. Delete and replace with the relevant numbered programme level aims. Delete and replace with the relevant numbered programme level intended learning outcomes. Delete and replace with a list of the assessments considered most relevant to test cognitive and intellectual skills in the context of this programme. Delete and replace with a list of the core modules that have learning outcomes related to cognitive and intellectual skills. Delete and replace with an explanation that describes discusses, how teaching, learning and assessment are aligned to embed specifically cognitive and intellectual skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise. Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate)
Delete and replace with the level of study (n.b. a separate table should be provided for each level) Delete and replace with a title for the specific WBL / WRL activity (i.e. particular placement / visits / guest talks / use of trade shows as assessments etc) Delete and replace with the ‘where, when, how’ parameters for this activity. Delete and replace with the numbered programme level aim appropriate to this activity. Delete and replace with the numbered programme level intended learning outcome appropriate to this activity. Delete and replace with a list of the assessments considered most relevant to test this activity. Delete and replace with a list of the core modules that have learning outcomes related to this activity. Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically WBL and/or WRL (ass appropriate) in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.
Practical Classes and Workshops 26.5 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E1 100 % Total = 100% T_ % Total = 100% Coursework C1 C2 Written Report Practical 20% 80% Total = 100% Practical P_ % Total = 100% Updated by: Date: Approved by: Date: Recommended Texts and Sources: Pepper (2004) Crime Scene Investigation: Methods & Procedures, OU Press, ISBN 0335214908 F Sampson (2004), Blackstones Police Manuals. Oxford University Press. ISBN 0-19-927874-1 SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: FSCP107 MODULE TITLE: Introduction Forensic Psychology: Theory and Practice 1 CREDITS: 20 FHEQ Level: 5 JACS CODE: X210 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (max 425 characters) This module introduces the theory and practice of the Forensic psychologist and will provide an insight into their role in the legal process. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic Assessment) %
Guided Independent study Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E1 % Total = 100% T_ % Total = 100% Coursework C1 % Total = 100% Practical P_ % Total = 100% Updated by: Date: Approved by: Date: Recommended Texts and Sources: SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: FSCP206 MODULE TITLE: Research Design and Methods CREDITS: 20 FHEQ Level: 5 JACS CODE: X210 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (max 425 characters) This module develops students’ knowledge, understanding and skills in research methodology, experimental design and statistical analysis. It introduces further methods of statistical inference including an introduction to multivariate methods. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic Assessment) % T1 (Test) %