Programme-level Learning Outcomes

Programme aims refer to the overall intentions and educational purpose of the programme. The aims are broad and general, and written from the programme perspective, rather than the student perspective. They should answer the question: "What does this programme offer, and what kind of graduate do we want students to become?". Programme aims are not meant to be assessed.

Programme level learning outcomes (PLOs) are a clear, concise description of what a student should be able to demonstrate in terms of knowledge, disciplinary practice based, interdisciplinary, personal and professional development skills at the end of a programme. These are high level learning outcomes for the programme as a whole and usually are assessed at course level unless you consider using programme level assessment.

Course level learning outcomes describe what a student should be able to do by the end of a course. These outcomes are assessed. Constructive alignment [add link to next section] is a useful approach for designing effective course LOs that connect directly to assessment methods and teaching approaches. 

Both programme and course level learning outcomes should refer to a range of different ways of demonstrating knowing, being and doing (Barnett and Coate, 2005). Course level learning outcomes should feed into the achievement of programme learning outcomes.

Staff are advised to write between six and ten PLOs to outline the key areas of learning required to successfully complete the programme. 

The following advice is helpful when writing PLOs:

1. PLOs will necessarily be quite broad to capture the key areas of learning within a whole programme.
2. Programme learning outcomes should cover a range of knowledge, disciplinary practice based, interdisciplinary, personal and professional development skills. 
3. There are five required policies, frameworks and strategies that you must consult when designing PLOs, including: Skills for Success Framework, which has replaced the Graduate Attributes; Programme and Course Approvals Management Policy; Regenerative Sustainability Strategy; SCQF Interactive Framework; and QAA benchmark statements. [link to next section]
4. There is an expectation that you will embed Skills for Success in your programme (and course) learning outcomes. 
5. Some of your PLOs may reference, or feed into achievement of programme competence standards. However, remember it is expected that reasonable adjustments can be made for disabled students in achieving PLOs, but competence standards cannot be adjusted. 
6. Assessment and feedback needs to be considered across the programme, to include a variety of assessment, avoid assessment overload and assessment bottlenecks. The University's Assessment and Feedback Policy outlines a set of principles that underpin Assessment and Feedback Practice at the University. 

There are five required policies, frameworks and strategies that you must consult and align with when designing PLOs: Skills for Success Framework; Programme and Course Approvals Management Policy; Regenerative Sustainability Strategy; SCQF Interactive Framework; and QAA Benchmark Statements.

1. Skills for Success Framework 

The University’s Learning and Teaching Strategy includes a commitment to the embedding, surfacing and articulation of the Skills for Success Framework. There are ten skills, and it is expected that students will have opportunities to develop these within their degree programme. Therefore, the following ten skills need to be woven into the PLOs and course learning outcomes:

· Problem Solving

· Curiosity

· Critical Thinking

· Communication

· Collaboration

· Reflection

· Adaptivity

· Inclusion

· Data and digital literacy

· Individuality 

2. Programme and Course Approvals Management Policy

Programme and Course Approval and Management Policy

The Programme and Course Approval and Management Policy and accompanying guidance provides information on the approval of new and changes to/closure of existing programmes and courses. It covers the role of School Boards of Studies, College committees and University-level committees, including the approval levels required for different proposals. Practical guidance is provided on Policy requirements such as timescales for approval, issues to address in proposals, student involvement in proposals, and required documentation.

3. Regenerative Sustainability Strategy 

Regenerative sustainability strategy

Programme Directors should be aware that we are committed as a University to ensuring that every student has access to at least 20 credits of learning that enhances disciplinary learning outcomes through relevant sustainability topics, skills and values.

Where programmes include sustainability learning in compulsory courses or can ensure that students engage with it through electives, programme-level outcomes should state how graduates can contribute to sustainability. If this is not possible, sustainability should not be included in programme-level outcomes. However, sustainability learning opportunities should still be made available to students who wish to take them. 

Sustainability should strengthen, not replace, disciplinary learning. Outcomes should clearly show the additional knowledge, skills or capabilities students need to use their discipline to contribute to sustainability.

The guidance included in the SharePoint below provides further direction to help you design sustainability into courses and programmes.

Meaningful Learning for Sustainability Guidance Sharepoint

4. SCQF Interactive Framework 

SCQF Interactive Framework 

SCQF is Scotland’s national qualifications framework, which provides the benchmark for the level, complexity and demand of learning that students are expected to achieve for learning at different Level Descriptors - from Level 7/8 (Year 1 undergraduate) to Level 11 (Masters) and Level 12 (PGR). The SCQF levels are also considered a curriculum design tool that will help you design your PLOs at the correct academic level and will answer the question: "What should a graduate at this level be able to know, understand and do?"

Working with SCQF is also important for external quality assurance, review and accreditation processes as it is a recognised framework that helps institutions demonstrate that programme level learning outcomes are appropriate and comparable across Scotland. 

5. Quality Assurance Agency (QAA)'s Subject Benchmark Statements

Subject Benchmark Statements

QAA benchmark statements describe the nature of study and the academic standards expected of graduates in specific subject areas, for example, engineering, chemistry and Biosciences. They show what graduates might reasonably be expected to know, do, and understand at the end of their studies.