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Definition
Definition and Importance of Programmes and Modules
A 'programme' is a set of teaching and learning outcomes in a subject, approved by the School to lead to a qualification under OfS standards upon attaining the requisite credits and descriptors. It consists of modules, which are discrete units of learning at a specific level with defined subject matter, credit volume, learning outcomes, and summative assessments. Summative assessments are crucial for determining:
- Progression: Assessing if a student should advance to the next level in multi-level programmes
- Credits: Using marks and credits to determine awards
This ensures that students understand the structure and significance of programmes and modules, particularly the role of summative assessments in progression and awarding qualifications.
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Advice
Accessing Summative Assessment Information
Students can find detailed information on summative assessments, including credit values and assessment weightings, from the module specification and assessment briefs on the Automated Governance System (AGS).
This ensures students have easy access to important assessment details, helping them understand module requirements and evaluation criteria.
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Director of Education |
Rule
Academic Regulations
All module summative assessments must adhere to the Assessment Regulations, covering:
- Moderation of draft assessments
- Academic integrity
- Assessment processes
- Marking
- Internal and external scrutiny
This ensures that all assessments are fair, consistent, and maintain academic standards.
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Module Leader |
Rule
Automatic Assessment Rule
A student who registers for a module is deemed to have registered for its assessments unless they have formally withdrawn through the system. Missing an assessment will result in a mark of 0%, except in cases of intermission or extenuating circumstances. Starting an assessment, such as an exam or presentation, will be considered as having completed it, and the School's policies, including those on extenuating circumstances, will apply. Submitting a coursework late and the effect of extenuating circumstances is dealt with by the Assessment Regulations.
This ensures that students are held accountable for their assessments unless they officially withdraw or have valid reasons like intermission or extenuating circumstances. It maintains fairness by treating the start of an assessment as a commitment to complete it, thus applying the School's policies consistently.
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Module Leader |
Rule
Marking and Scrutiny Process
Markers must use only the items provided by the module leader, including the exam paper, criteria, model answers, and instructions, and follow these marking principles:
- Adherence to academic regulations
- Academic judgement
- Full mark range (0-100)
- Equal and fair treatment
- Consistent marking standards
- Immediate reporting of issues to the module leader
The module leader must ensure marks are scrutinised through double marking or internal moderation. For modules contributing to final awards, a sample must be sent to an external examiner. After scrutiny, the module leader prepares marks, gets sign-off from the Director of Education, and submits mark sheets to the Module Exam Board (MEB). Late submission rules, penalties, and extenuating circumstances must be applied correctly.
This process ensures fairness, consistency, and adherence to academic standards in marking and scrutiny.
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Module Examination Boards |
Rule
Responsibilities of the Module Examination Board (MEB)
The MEB has the responsibilty for ensuring that assessment marks are valid, reliable, and uphold required standards for progression and credits.
The MEB must:
- Uphold academic regulations
- Follow the procedures set out in the Examination Boards and Academic Appeal Regulations
- Ensure accurate calculation of module marks and address defers and retakes
- Ratify final module marks
- Endorse progression
- Enter final marks into the AGS for transmission to the Programme Examination Board (PEB)
This ensures the integrity, accuracy, and reliability of assessment marks, supporting fair student progression and credit awarding.
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Module Examination Boards |
Rule
Module Leader Responsibilities and Pass Criteria
The module leader must calculate marks, obtain approval from the Director of Education, and submit marks and lists to the Module Examination Board at least 3 working days before the Module Examination Board meeting.
The 'pass criteria' should be used by the MEB to determine if a student passes a module, which is:
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Award
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Pass mark for individual summative assessments on modules (Pass Mark)
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Overall pass mark required after the weighting of each summative assessment on a module (Overall Pass Mark)
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Minimum threshold mark that must be achieved individual summative assessments on a module to be able to pass that module when weighted (qualifying mark)
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Taught masters’ degrees e.g. MSc
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Postgraduate
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50
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An overall module mark of 50% or more must be achieved when all the marks from the summative assessments on that module are weighted
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A minimum threshold mark of 40% must be achieved in summative assessments to pass the module
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Postgraduate diplomas
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Postgraduate certificates
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Bachelors’ degrees with honours e.g. BSc Hons
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Undergraduate
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40
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An overall module mark of 40% or more must be achieved when all the marks from the summative assessments on that module are weighted
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A minimum threshold mark of 30% must be achieved in summative assessments to pass the module
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Bachelors’ degrees
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Graduate diplomas
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Graduate certificates
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Diplomas of Higher Education (DipHE)
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Certificates of Higher Education (CertHE)
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These follow the classifications in the School’s generic assessment criteria at each level, which are built into the AGS.
This ensures timely submission and accurate calculation of marks for MEB review, maintaining academic standards and consistency.
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Module Examination Boards |
Rule
Criteria for Passing and Failing Modules
Under the pass criteria, a student will fail a module where:
- Refer: They pass some summative assessments with a pass mark, but having attained the requisite qualifying mark in others, still do not reach the overall pass mark. In such circumstances, an overall module mark of -1 than the overall module mark must be inputted. Students will be referred for the summative assessment in which they did not receive the qualifying mark in the referral window. If they pass that referral attempt they will be capped at the pass mark and this weighted capped mark will be used with the other summative assessments to determine their overall module mark. If the mark on the referral is less than the qualifying mark, or still does not enable them to reach the overall pass mark, they will fail and have to retake the whole module and all of its summative assessments again. They will have to register for the module and also pay a module fee. This will be their third and final attempt.
- Refer: They do not achieve the pass mark in any summative assessments, however, do meet the requisite qualifying mark in all of them. In such circumstances, the overall module mark should be determined and inputted. Students will be referred for all the summative assessments in the referral window. If they pass those referral attempt they will be capped at the pass mark and this weighted capped mark will be used with the other summative assessments to determine their overall module mark. If the mark in a referral is less than the qualifying mark, or does not enable them to reach the overall pass mark, they will fail and have to retake the whole module and all of its summative assessments again. They will have to register for the module and also pay a module fee. This will be their third and final attempt.
- Retake: They do not achieve a qualifying mark in a summative assessment. They will not be referred for any assessments. They will fail the module and will have to retake the whole module and all of its summative assessments again. They will have to register for the module and also pay a module fee. They will be capped at the overall pass mark.
Attendance: The only default circumstance in which a student must attend an entire module again is if they are required to retake it. The MEB may, at its discretion, require the student to change mode of study for that module e.g. change from Full-time Blended Learning to Flexible Online Learning. The student will be required to pay a repeat tuition fee.
The MEB also has the discretion to offer attendance to defer or refer students. This will be subject to a discussion with the programme and module leaders, and external examiner. The student will be told the decision, but the final choice will be theirs and they can choose a different mode of study. They will have to pay a repeat tuition fee should they choose to attend.
This ensures students are fairly evaluated and provided consistent opportunities to meet academic standards.
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Module Examination Boards |
Rule
Attempt Limits for Summative Assessments
A student is allowed a maximum of 3 attempts at a summative assessment: the original attempt and 2 further attempts.
This ensures a balance between providing opportunities for improvement and maintaining academic standards.
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Module Examination Boards |
Rule
Reassessment of Passed Modules
A student who passes a module cannot retake it to improve the mark. The original mark will be used for progression and the award.
This maintains the integrity of the grading system and ensures fairness in academic progress and awarding.
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Module Examination Boards |
Rule
Full Credit for Passed Modules
A student who passes a module will receive the full credit value of the module. Partial credits are not awarded.
This ensures straightforward and fair credit allocation, maintaining the integrity of the credit system.
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Students |
Rule
Substitution of Failed Optional Modules
Students who fail an optional module may apply to the Module Examination Board (MEB) to take another optional module with similar credits as a replacement. The substitute module’s mark will be capped at the pass mark. The total attempts allowed across both modules remain the original attempt plus two more. Core modules cannot be substituted. The MEB will consult programme and module leaders, and its decision is final.
This provides a fair opportunity for students to recover from failing an optional module while maintaining academic standards and consistency.
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Module Examination Boards |
Rule
Final Project Module Reattempt Regulation
If an undergraduate or postgraduate student fails any summative assessment on their Final Project module, they will only be permitted one further attempt. This one attempt can encompass, depending on what they fail, refers or a whole module retake.For a referral, the student has 3 months to resubmit and is entitled to 2 additional supervision meetings.
This ensures students are given a fair opportunity to improve their performance while maintaining academic standards.
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Module Examination Boards |
Rule
Extenuating Circumstances
If a student’s extenuating circumstances are accepted by the Extenuating Circumstances Committee (ECC), the Module Examination Board (MEB) may ratify the following:
- For late submission: the mark stands, with or without classification.
- For extensions: a new submission deadline is set.
- For deferred assessment: a deferred assessment is offered.
If an extension or deferral is granted, a mark of 0 with a submission extension/defer should be entered in the Automated Governance System (AGS). Marks will not be capped and the attempt will not be lost. Once the assessment is completed, the actual mark replaces the 0 and is used for calculation, progression, and credits.
This ensures fair handling of extenuating circumstances, allowing students additional time without penalty and maintaining academic integrity.
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Module Examination Boards |
Rule
Progression Rules for Multi-Level Programmes
On those programmes that have multiple levels/stages, summative assessments on one level are used to determine if a student can move onto take modules at the next level. This is known as ‘progression’. The Module Examination board approves progression as part of its remit. The School’s rules on progressing to the next level on programmes with multiple levels/stages are:
- A student must obtain a minimum of 100 credits on a level/stage including any prerequisites, by passing modules, to progress onto the next level. No partial credit is given for modules. A student required to retake a module may take up to 20 extra credits in addition to the usual credits they can take.
- If a student does not attain more than 100 credits and/or any necessary prerequisites, they will not be permitted to progress. They will retake just the failed modules, subject to the maximum registration period, under these regulations.
- If a student does not attain more than 60 credits, without having extenuating circumstances, they will be excluded from the programme. Depending on their programme, they may be eligible for an exit award under these regulations.
These rules ensure fair progression based on academic achievement, while providing support and clear pathways for students to advance or exit with qualifications. The School offers extensive support, including:
- Programme and module assistance
- Virtual learning environment access
- Personal Academic Tutors (PATs)
- Supervisors
- Student Wellbeing Team
Further information is available in the Student Protection Policies, including the Student Resources, Support, and Wellbeing Policy and the Learning Support Plans and Reasonable Adjustments Policy.
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Module Examination Boards |
Rule
Condonement of Level 4 Credits
The Module Examination Board may condone up to 40 credits at Level 4, allowing students to earn credit for a failed module if:
- The module is failed
- The module is optional
- The student received a qualifying mark (30-39)
This provides a safety net for students, allowing progression despite minor failings in optional modules, while maintaining academic standards.
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