In my experience, if a programme design team do not start with a thorough understanding of their relevant QAA Subject Benchmark Statements (SBS) and the Framework for Higher Education Qualifications (FHEQ), there is a very real possibility the subsequent course will suffer from poor structure, weak Module Learning Outcomes and vague, ambiguous assessments. Good FD and BA course design should have absolute transparency from SBS to Programme Learning Outcomes to Module Learning Outcomes to Assessment. It is one of the main themes of the QAA guidelines on course design and, if it is not undertaken correctly, it can cause widespread problems in everything from daily delivery to accurate, fair and useful assessment grading.

The QAA web site has an enormous amount of information and can be quite bewildering to a course team new to HE. I am familiar with all of the information on the site, and can quickly identify, explain and contextualise all of the documentation, information and data appropriate to HE course development. This can range from an overview of the QAA requirements to more specific analysis of how the FHEQ applies to Programme, Module and Assessment design at different levels.

The language employed in the writing of Programme Learning Outcomes and Module Learning Outcomes often causes issues with course teams. I have developed a series of CPD materials that take staff through the expectations of the QAA and validation HEIs when it comes to writing these programme elements. These materials include a practical analysis of key terms and phrases, and a handy toolkit which provides examples of appropriate descriptors at Levels 4, 5 and 6. However, it's not all semantics - I can also advise on how the four main areas of FD and BA validation can be applied to Programme and Module design, with an emphasis on how they may be integrated into assessments across all levels of learning:

Knowledge and Understanding
Intellectual Skills
Practical/Professional Skills
Transferable Skills