2. External Examiners’ Conference Context Professor Richard Stephenson Deputy Vice-Chancellor 14 th May 2015

3. Institutional Context Legacy going back to 1862 and the School of Navigation Mission to transform lives through education and research Vision to be the Enterprise University Top 300 universities (THE World University Rankings) Top 40 global universities under 50 years old/ranked 4th in the UK Ranked number 1 in People and Planet Green League c: 25,000 students and 2,500 staff

4. Faculties: – Faculty of Arts and Humanities – Faculty of Business – Faculty of Health and Human Sciences – Faculty of Science and Engineering – Plymouth University Peninsula Schools of Medicine and Dentistry Academic Partnerships Institutional Context

5. Commitment to excellence in teaching and learning – ‘transforming lives through knowledge’ Clusters of world-leading research Research-led teaching, with a focus on practical ‘real world’ learning REF 2014 – almost 2/3 of submissions graded world-leading or internationally excellent – top for output in Clinical Medicine Enterprise and Employability: – placements, internships and volunteering – 12,000 students in placements – student enterprise – Tectona Business Challenge Institutional Context

6. Students as Partners – students involved at every level, including in quality assurance and enhancement Teaching, Learning and Student Experience Strategy – aim to ‘provide an excellent learning and stimulating student experience, where students are at the heart of all our considerations’ New Assessment Policy 2014-20 – external examiners comment on whether assessment policy is realised in programmes Institutional Context

7. Curriculum Enhancement Project (CEP) University wide, whole institutional change Promoting Active learning Opportunities for students as researchers Making placements more possible Revitalising the curriculum

8. Academic Year 2 semesters across 30 weeks – with some exceptions: two Year Degrees, Education, Nursing, Medicine & Dentistry, Healthcare Sciences Induction week is equivalent to week 0 Teaching weeks will be 1-13 and 16-28 inclusive – may include off campus learning opportunities, reading weeks, placements, field work & appropriate class based assessment activities Weeks 14-15 and 29-30 to be used for assessments and personal development/tutorials. – terminal examinations in weeks 14 and 15, and 29 and 30 – co-curricula offer runs throughout the year and does not have to be campus based

9. Programme Structur e Modules delivered in minimum 20 credit blocks in one semester Modules to be completed in a semester – some exceptions recognised, eg. professional body requirements and languages) Level 4, Semester 1: – Weeks 1-4: An immersive introductory programme (whether single honours, joint, or major/minor) module, not assessed by examination – The other 40 credits run in sequence or in parallel Weeks 5-13 Level 4, Semester 2: – Weeks 16-19: Plymouth Plus intensive module – the other 40 credits run in sequence or in parallel Weeks 20-28

10. Module Design Teaching delivered in minimum two-hour timetable blocks, and maximum four hour blocks (unless longer provision already established) Modules should not involve more timetabled teaching contact than currently offered in 2013/14 While learning will take place in each week, some weeks should involve student led/student determined activities, self-led study, submission preparation, and/or group preparation for group assignments For a 20 credit module the normal expectation is for a maximum of 50 University timetabled hours of learning, supported by students’ personal learning activities

11. Bridging Session Programmes will provide ‘bridging sessions’ at the end of Stages 1 and 2 – to introduce material that will be taught in the following academic year, inviting Partner College and PUIC students as part of their university induction Plymouth Plus Opportunity to introduce more breadth into the curriculum and to encourage interdisciplinary working Plymouth Plus modules must integrate students from at least two disciplines / subject areas, and not be assessed by test / examination Activities and assignments set that involve “students as researchers” – students undertaking group research Problem-Based Learning activities with focus on big picture issues in the disciplines involved or in society

12. Assessments & Feedback Ensure the Teach-Assess-Feedback/Feed Forward principle is maximised for all modules Formative learning activities with appropriate formative assessment Normally no more than 2 summative assessments per 20 credit module All Level 4 programmes should incorporate summative assessment from each module, and make feedback available, before Christmas Approval of all module and programme changes use normal Plymouth University processes