Quality Handbook Section 12 - Course design requirements

Requirement

• All students must experience an effective transition, welcome and induction followed by ongoing student support throughout the course.
• All courses must be designed to provide personalised guided development for students with access to specialist support as needed.

How this will be evidenced

The following will be clearly articulated within the course ‘Teaching and Learning strategy’ section’ on CourseLoop:

• The course approach to transition, welcome and induction;
• The course approach to providing personalised support (e.g. personal tutors or academic tutors).

Edu Gain

Live

OfS

B1, B2, B3, B4

SNF

1, 2, 3, 4, 5, 6, 7, 8

Requirement

• All courses must be designed to provide a coherent and structured learning experience for students, enabling them to develop relevant skills, knowledge, behaviours and personal development.
• All courses must follow a fixed, consistent shape of the academic year, including teaching start and end dates as appropriate for different course/qualification types:
  • UG: 2 x 15-week semesters (“Autumn” and “Spring”); 13 weeks for the L6 Spring semester.
  • PG 3 x 15-week semesters  (“Autumn”, “Spring” and “Summer”)
• Students must earn 60 credits in each semester. This will mean 3 x 20 credit modules (or a different combination totalling 60 credits) will be taught in each semester.

How this will be evidenced

The following will be evidenced in CourseLoop:

• The course structure which indicates how students’ learning and their course content will be scaffolded throughout the course.
• Modules will be identified as Autumn, Spring or Summer.

Edu Gain

Learn

OfS

B1, B2, B3

SNF

1, 4, 5, 8, 9

Requirement

• Course and module learning outcomes must be defined and assessed appropriately in line with the relevant level.
• All course learning outcomes must be assessed in at least two of the modules that comprise the course.
• Module learning outcomes must map to the course learning outcomes and be aligned to assessment. All module learning outcomes must be assessed and passed in order to pass the module.
• The learning outcomes which will be achieved for an interim award (i.e. CertHE, DipHE or Ordinary Degree) must be specified.

How this will be evidenced

The following will be evidenced in CourseLoop:

• The course learning outcomes and interim award/s learning outcomes.
• Module learning outcomes and the associated assessment/s.
• Course curriculum map indicating where learning outcomes will be assessed across the course (to be uploaded to CourseLoop as an attachment).

Note:

• The number of module learning outcomes and the assessment workload must be consistent across the course and in proportion to the module's credit size.
• Each module may be assessed separately, although it is possible to assess more than one module through a course-based assessment.

Edu Gain

Learn

OfS

B1, B4

SNF

5

Requirement

• All courses must use relevant learning and teaching approaches.
• All students must experience active collaborative learning incorporating SCALE-UP and/or Team-Based Learning (TBL) pedagogies throughout their course.
• Modules must be taught using enquiry based learning to scaffold and develop student knowledge, skills, behaviours and personal development.

How this will be evidenced

The following will be clearly articulated in the course Teaching and Learning strategy section on CourseLoop:

• The range of learning and teaching approaches;
• The course approach to enquiry- based learning and how it will scaffold students’ learning and knowledge formation;
• The use of SCALE-UP and/or TBL approaches.

Sufficient qualified staff to deliver the curriculum.

Edu Gain

Learn

OfS

B1, B2, B3

SNF

4, 5, 6, 8, 9

Requirement

• Every course must have an explicit assessment strategy to define a clear direction for assessment, to enable all students to succeed given a diverse student cohort. All courses must use a range of appropriate assessment approaches.
• If the decision is made to have more than one piece of summative assessment for a single module, a clear rationale must be articulated in the assessment strategy. Where this is the case, the relative weighting of these elements needs to be specified.
• All courses must include a major project which develops synthesis and criticality, functioning as a culmination to students’ studies.
• All courses must include a synoptic assessment as a distinct element or an integral part of a summative assessment. This will draw on students’ knowledge, skills and competencies developed during their course as well as any gained though extra-curricular opportunities in which they may have participated.
• Assessments must be designed to be resilient to inappropriate Artificial Intelligence (AI) use, and where appropriate, incorporate opportunities for authentic, responsible engagment with AI.  Where AI use is excluded, this must be because the task requires visible evidence of unassisted individual knowledge, skill, or judgement.  Expectations and rationale must be clearly communicated.
• Courses must include formative assessments to build skills and provide feedback opportunities in preparation for summative assessment. Each module must include at least one opportunity for formative feedback.
• All courses will include the relevant and appropriate assessment of technical proficiency of English language.
• Inclusive assessment design must be embedded at course level.
• AI implementation must reflect student equity and readiness; Assessment tasks must not reward the use of tools or capabilities that students cannot reasonably access through the University. Teaching and assessment must not assume access to paid or premium AI tools
• Certain provisions are in place for students with disabilities: a) modified assessment involves making an alternative version of an assessment available; b) reasonable adjustments allow students with disabilities to undertake the standard assessment in a different way and allow more time for an examination, provided that such adjustments enable academic or other prescribed standards to be maintained.

How this will be evidenced

The following will be evidenced on CourseLoop:

• The course assessment and feedback strategy which will articulate the course approach to assessment and how this will ensure that skills and knowledge relevant to the discipline is assessed.
• The modules which contain the major project and the synoptic assessment; including information identifying how students will develop skills to be successful in these.
• Summative and associated formative assessments in module information.
• Summative and formative assessments identified in the Assessment and Feedback Plans.
• Articulation of alternative provision for students with disabilities.
• Assessment resilience to AI-based misconduct is part of the checks made during the validity of assessment process.
• The assessment of technical proficiency of English language will be evidenced, where relevant, in the appropriate assessment criteria on NOW.
• Inclusive and equitable course design will ensure access to appropriate tools, clear expectations, and responsive teaching and assessment practices that reflect student needs and contexts. For example, the use of Microsoft Copilot as the baseline for AI access.  This will be evidenced through clear statements in module and course materials where AI is used, what is expected and how it will be assessed.

Further information:

• The assessment of technical proficiency of English language will be evidenced, where relevant, in the appropriate assessment criteria on NOW.

Edu Gain

Learn

OfS

B1, B3, B4

SNF

1, 4, 5

Requirement

• Courses will be aligned to relevant and up to date QAA subject benchmarks and industry or apprenticeship standards.
• Courses will obtain appropriate accreditation where available.

How this will be evidenced

The following will be evidenced on CourseLoop:

• Subject benchmarks, industry or apprenticeship standards.
• Accreditation (will also be captured on the PSRB register).

Edu Gain

Work

OfS

B3, B5

SNF

5

Requirement

• All courses must include one or more sustainability course learning outcomes encompassing environmental, social and economic sustainability.
• The United Nations Sustainable Development Goals (SDGs) relevant to the academic discipline must be referenced in core modules, with a clear articulation of which SDGs are being covered.

How this will be evidenced

The following will be evidenced on CourseLoop:

• At least one course learning outcome related to sustainability.
• Reference in core modules, throughout the course, to relevant SDGs and a range of UNESCO sustainability competencies appropriate to the discipline.

Edu Gain

Live, Work

OfS

B1

SNF

5

Requirement

• With the exception of fully online ones, courses must be delivered on campus with a suitable level of flexibility in their design and operation.
• For fully online courses, see template six.

How this will be evidenced

The following will be clearly articulated in the course Teaching and Learning strategy section on CourseLoop:

• The level of flexibility appropriate to the course and discipline. Flexibility may be achieved through fully online modules, components of modules, or a highly flexible approach.
• Courses must be designed with a minimum of 80% of the directed learning delivered in person to be eligible for international students.

Further information

• Courses must be designed with a minimum of 80% of the directed learning delivered in person to be eligible for international students.

Edu Gain

Learn

OfS

B1

SNF

4, 5

Requirement

• Courses must be designed to include suitable learning engagement hours.

How this will be evidenced

The following will be evidenced on CourseLoop:

• The module learning activity hours.

Further information

• For undergraduate courses, a 20-credit module represents the learning outcomes to be achieved by a student in 200 notional hours of student effort.
• This will be formed of directed learning and guided independent learning.
• All undergraduate courses should aim to include 20% directed learning (equivalent to approximately 40 hours in a 20‑credit module). However, it is recognised that this may not be feasible for certain modules - such as major project modules - due to their specific nature and structure. In such cases, where the directed‑learning expectation cannot reasonably be met, course teams should provide a clear rationale for the shortfall. There is no requirement to compensate for reduced directed learning in one module by adding additional directed‑learning hours to other modules.
• For full-time students, a learning week comprises 40 hours.

Edu Gain

Learn

OfS

B1

SNF

5

Requirement

• All undergraduate students must experience 240 hours of AWLE embedded across a full three-year course. This will be proportional for shorter UG courses.
• The proportion of AWLE for postgraduate taught (PGT) courses will be determined by the subject discipline and the need to improve graduate employment.

How this will be evidenced

The following will be evidenced on CourseLoop:

• Work Like Experience type and hours and the associated modules where this will be achieved.

Edu Gain

Work

OfS

B1, B2, B3

SNF

3, 4, 5

How this will be evidenced

• Ongoing monitoring and timetabling of the course.
• There are sufficient qualified staff to deliver the course as approved.

Edu Gain

Live, Learn, Work

OfS

B1, B3

SNF

5

How this will be evidenced

• Identified on Dashboard.

Edu Gain

Live, Learn, Work

OfS

B1

SNF

1, 2, 8

How this will be evidenced

• Adherence with NTU’s Course Review policy.

Edu Gain

Live, Learn, Work

OfS

B1, B3

SNF

5

How this will be evidenced

• Adherence with NTU’s Course Review policy.

Edu Gain

Live, Learn, Work

OfS

B1, B3

SNF

5

How will this be evidenced?

• Any use of AI in generating teaching content or supplementary feedback must be transparent, clearly
  communicated, and subject to quality assurance grounded in academic judgement and subject expertise.
• Disclosure normalises responsible practice, supports clarity and reinforces the expectation that AI
  supports, rather than replaces, academic effort and ensures fair evaluation.
• Staff use of AI in the development of teaching and assessment materials should be communicated through course-level information, for example within induction materials or the Learning Room. Review of teaching materials as part of the teaching observation process.

Edu Gain

Learn

OfS

B1, B2, B4

SNF

3, 5

How this will be evidenced

• All courses and modules will use the NOW Learning Room templates. For Module Learning Rooms, this includes the Start Here, Module Information, and Assessment units. All pages within these units, and all sections within those pages, must be completed in full, in line with the template guidance. This provides clear, module-specific information on delivery mode, structure, learner expectations, and key orientation details at the outset of the module.

Edu Gain

Learn

OfS

B1, B2

SNF

4, 5

How this will be evidenced

• External Examiner details are recorded on CourseLoop.

Edu Gain

Learn

OfS

B1

SNF

5

How this will be evidenced

• There should be consistency in the use of terminology and expression to ensure clarity and transparency. The main approach to providing this information to students is via an assessment grid or grading matrix.
  This will be evidenced on the NOW learning rooms.

Edu Gain

Learn

OfS

B1, B4

SNF

5

How this will be evidenced

• This will be evidenced in the dropboxes in the module learning rooms. See QH 15G: Requirements for the use of Turnitin

Edu Gain

Learn

OfS

B1, B4

SNF

5

How this will be evidenced

• All learning rooms must achieve a Blackboard Ally score of at least 85% when published to students and be periodically reviewed by course leaders during course/module delivery. In line with the Public Sector Accessibility Regulations (2018), any content that cannot be made fully accessible must be documented in the Learning Room Accessibility Statement (within the NOW Learning Room Template), including reasons and available alternatives or workarounds.

Edu Gain

Learn

OfS

B2

SNF

5

How this will be evidenced

• Timely feedback made available to students in the module learning rooms following module evaluation.
• Minutes of course committees.

Edu Gain

Learn

OfS

B2

SNF

5, 8

How this will be evidenced

• Approved start date.

Edu Gain

Learn

OfS

B1

SNF

5

Requirement

• All students must experience an effective transition, welcome and induction followed by ongoing student support throughout the course.
• All courses must be designed to provide personalised guided development for students with access to specialist support as needed.

Details

Level 4

• There must be explicit guided development throughout the year focusing on supporting entry to the course and NTU; developing the foundations of academic, personal and professional skills; the management of learning and assessments; understanding how to use feedback; and decisions on option choices for Level 5.

Level 5

• Focus on continuation from L4 to L5, building academic, personal and professional skills.

Level 6

• Focus on continuation from L5 to L6 and returning from placement; building academic, personal and professional skills, in particular to support the major project; preparation for post-graduation.

Integrated foundation year (IFY)

• There must be explicit guided development throughout the year focusing on supporting entry to the course and NTU; developing the foundations of academic, personal and professional skills; the management of learning and assessments; understanding how to use feedback; and preparation for L4.

Foundation degree progression

• Courses which are articulated as L6 progression routes for foundation degrees, must have suitable arrangements and support for students to successfully transition into the course.

Edu Gain

Live

OfS

B1, B2, B4

SNF

1, 2, 3, 4, 5, 6, 7, 8

Requirement

• All courses must be designed so they provide a coherent, structured and scaffolded learning experience for students enabling them to develop relevant skills, knowledge, behaviours and personal development.

Details

Module Options

A course must contain an extensive core.

• Integrated Foundation Year: No options
• Level 4: No options
• Level 5 and Level 6: courses can contain module options to enable students to shape their degree. However, they must form no more than 50% of the number of modules per level. Options must be structured into a maximum number of three sets, with students choosing a single module from a maximum of four in each set.

Module Size

• Modules must be sufficiently large to ensure depth of study. The minimum credit size is 20 credits; larger modules must be multiples of 20 credits.
• Where large modules are used (i.e. 60, 80, 100 or 120 credits), course teams must consider at the design stage any potential consequences for student achievement and ensure ongoing monitoring of the efficacy of the module size as it is delivered.

Edu Gain

Learn

OfS

B1

SNF

5

Accelerated routes

Detail 1: Accelerated routes may be designed to allow students to complete a full-time degree in two years or a part-time level in one year. If a course has been designed in such a way then the details will be set out on Courseloop.

Edu Gain

Learn

OfS

B1

SNF

5

Transfers in

Detail 2: Schools must establish mechanisms to assess students’ prior learning when considering applications to transfer into the course at any level, and identify how students who transfer onto the course will be supported.

Edu Gain

Learn

OfS

B1

SNF

5

Requirement

• All UG courses will include embedded Assessed Work Like Experience (AWLE).

Details

• There must be 240 hours of assessed work like experience across a full three-year course (proportional for shorter UG courses).

Edu Gain

Work

OfS

B1, B2, B3

SNF

3, 4, 5

Requirement

• All courses will include a major project and a synoptic assessment.

Details

• The major project must be a minimum of 40 credits or 60 credits for Integrated Masters.
• The major project and synoptic assessment must be in the final year.

Edu Gain

Learn, Work

OfS

B1, B3

SNF

1, 4, 5

Details

• A final award classification can be based on just L6 performance or can include a contribution from L5. If the latter is agreed, this must be based on a 20% / 80% split, with the larger contribution being from L6.
• For Integrated Masters, the final award classification must be based on 50%/50% split.
• Students successfully completing an integrated foundation year will not be eligible for an exit award at L3.
• The final award classification for students who transfer from a foundation degree must be based on L6 performance only.

Edu Gain

Learn

OfS

B4

SNF

5

Requirement

• All students must experience an effective transition, welcome and induction followed by ongoing student support throughout the course.
• All courses must be designed to provide personalised guided development for students with access to specialist support as needed.

Details

Level 4

• There must be explicit guided development throughout the year focusing on supporting entry to the course and NTU; developing the foundations of academic, personal and professional skills; the management of learning and assessments; understanding how to use feedback; and decisions on option choices for Level 5.

Level 5

• Focus on continuation from L4 to L5, building academic, personal and professional skills with integrated work-based learning. In particular to support the major project and preparation for post-graduation.

Level 6

• Focus on transition from L5 to L6; building academic, personal and professional skills including those needed for the major project; and preparation for post-graduation. Ensure students joining a new course and/or joining NTU have a specific induction and support for transition.

Edu Gain

Live

OfS

B1, B2, B4

SNF

1, 2, 3, 4, 5, 6, 7, 8

Requirement

• All courses must be designed so they provide a coherent, structured and scaffolded learning experience for students enabling them to develop relevant skills, knowledge, behaviours and personal development.

Details

Options

A course must contain an extensive core.

• Level 4: No options
• Level 5: Foundation degrees can have options at L5, but these must form no more than 50% of the number of modules per level and must align with potential L6 progression. Options must be structured into a maximum number of three sets, with students choosing a single module from a maximum of four in each set.
• Level 6: courses can contain module options to enable students to shape their degree. However, they must form no more than 50% of the number of modules per level. Options must be structured into a maximum number of three sets, with students choosing a single module from a maximum of four in each set.

Module Size

• Modules must be sufficiently large to ensure depth of study. The minimum credit size is 20 credits. Larger modules must be multiples of 20 credits.

Edu Gain

Learn

OfS

B1

SNF

5

Requirement

• All courses will include a major project and a synoptic assessment.

Details

• The major project will be in the final year of the course. For foundation degrees, it will be in L5 and must be appropriate to that level. Students must be supported in developing the skills to be successful in the major project during L4.
• At L6, the major project must be different from that at L5.

Edu Gain

Learn

OfS

B1, B4

SNF

1, 4, 5

Requirement

• There must be 240 hours of embedded assessed work like experience across the course (proportional).

Details

• A foundation degree will consist of 160 hours of AWLE, whilst a L6 top up course will consist of 80 hours of AWLE.
• For foundation degrees, AWLE must be formed of authentic work-based learning developed in conjunction with employers.

Edu Gain

Work

OfS

B1, B2, B3

SNF

3, 4, 5

Details

• Employers must be involved in the design and regular review of foundation degree courses.

Edu Gain

Work

OfS

B1, B2, B5

SNF

1, 4, 5

Details

• A final foundation degree classification can be based on just L5 performance or can include a contribution from L4. If the latter is agreed, this will be no more than one third from L4. This will be stated at approval. L6 ‘top up’ courses will be based solely on L6 as the L4 and L5 credits may be transferred in from different courses.

Edu Gain

Learn

OfS

B3, B4

SNF

5

Details

• A clear progression route towards another qualification must be articulated for foundation degrees. This must be specified on CourseLoop.

Edu Gain

Learn

OfS

B1

SNF

5

Requirement

• All students must experience an effective transition, welcome and induction followed by ongoing student support throughout the course.
• All courses must be designed to provide personalised guided development for students with access to specialist support as needed.

Details

• There must be a detailed course induction which explains the content and the expectation. There must be a focus on transition from L6 to L7, providing support and guidance to build academic skills at L7.
• In particular, students who are new to NTU and those returning to education must be provided with support and guidance to study at NTU.
• Preparation for post-graduation must be built into the course.

Edu Gain

Live

OfS

B1, B2, B4

SNF

1, 2, 3, 4, 5, 6, 7, 8

Requirement

• All courses must be designed so they provide a coherent, structured and scaffolded learning experience for students enabling them to develop relevant skills, knowledge, behaviours and personal development.

Details

Module Options

• Module options can be used to tailor the postgraduate course but they must have relevance for employability.
• Option modules must form no more than 50% of the number of modules, structured into a maximum number of three sets, with students choosing a single module from a maximum of four in each set.
• When deciding on the number of options, consideration must be given to cohort sizes.

Module Size

• Modules must be sufficiently large to ensure depth of study.

Edu Gain

Learn

OfS

B1

SNF

5

Requirement

• All courses will include a major project and a synoptic assessment.

Details

• The major project must be a minimum of 40 credits.

Further information

• A major project is not expected at PGDip or PGCert level.

Edu Gain

Learn

OfS

B1, B4

SNF

1, 4, 5

Details

• The need for, and proportion of, AWLE for PG courses will be determined by the subject discipline and a requirement to enhance graduate employment. This will be determined by the vocational nature of the course and its progression (GOS) data.

Edu Gain

Work

OfS

B1, B2, B3

SNF

3, 4, 5

Requirement

• All students must experience an effective transition, welcome and induction followed by ongoing student support throughout the course.
• All courses must be designed to provide personalised guided development for students with access to specialist support as needed.

Details

HNC/Level 4

• There must be explicit guided development throughout the year focusing on supporting entry to the course and NTU; developing the foundations of academic, personal and professional skills; the management of learning and assessments; understanding how to use feedback; and support with preparation beyond completion of the HNC course.
• Knowledge and practical skills will be developed through vocational related activities.

HND/Level 5

• Focus on transitioning from L4 to L5, building academic, personal and vocational skills and support for preparation beyond the completion of the course.

Edu Gain

Live

OfS

B1, B2, B4

SNF

1, 2, 3, 4, 5, 6, 7, 8

Requirement

• All courses must be designed so they provide a coherent, structured and scaffolded learning experience for students enabling them to develop relevant skills, knowledge, behaviours and personal development.

Details

Options

• A course must contain an extensive core.
• Each discipline specific Pearson specification will stipulate core and optional units. Course teams can choose which optional units to deliver. These must align to the course aims and learning outcomes, and ensure a cohesive and relevant learning experience.

Unit size

• Units will be 15 or 30 credits and chosen from the discipline specific Pearson course specification.

Edu Gain

Learn

OfS

B1

SNF

5

Requirement

• There must be 240 hours of embedded assessed work like experience across the course (proportional).

Details

• The distribution of the AWLE will be determined by the course design.

Edu Gain

Work

OfS

B1, B2, B3

SNF

3, 4, 5

Requirement

• All courses will include a major project and a synoptic assessment.

Details

• The major project will be embedded in an existing unit of 15 or 30 credits in the final year.
• The synoptic assessment will be embedded the final year.

Edu Gain

Learn

OfS

B1, B4

SNF

1, 4, 5

Details

• The Higher National award classification is graded as Pass, Merit or Distinction. Calculation of the overall and final grade is based on performance across all units and the points gained for each credit as stipulated in the discipline specific Pearson course specification. The grade is calculated the same way for HNC and HND. For HND, the overall grade is based on student performance in L5 units only.

Edu Gain

Learn

OfS

B3, B4

SNF

5

Details

• A clear progression route towards another qualification must be articulated for Higher Nationals. This must be specified in CourseLoop.

Edu Gain

Learn

OfS

B1

SNF

5

Requirements

• All students must experience an effective transition, welcome and induction followed by ongoing student support throughout the course.
• All courses must be designed to provide personalised guided development for students with access to specialist support as needed.

Details

Academic development skills for apprentices must be embedded into courses allowing apprentices to develop knowledge, skills and resilience. The induction must cover the requirements of an apprenticeship as well as an induction to NTU and academic study. Courses must be designed to enable apprentices to be fully supported until end point assessment has been successfully completed.

Progress Reviews

• Progress reviews must take place throughout the duration of the training programme. The first review will be scheduled in week four or five and thereafter every twelve weeks.
• Progress reviews after Practical Period/Gateway will continue to support the apprentice in their end-point assessment.

Training Plan

• All apprentices must have a training plan, which must set out the Apprenticeship Standard being followed, planned content, a schedule of learning/training and details of the end point assessment.

Edu Gain

Live

OfS

B1, B2, B3, B4

SNF

1, 2, 3, 4, 5, 6, 7, 8

Requirements

• All courses must be designed so they provide a coherent, structured and scaffolded learning experience for students enabling them to develop relevant skills, knowledge, behaviours and personal development.

Details

• Apprenticeship course design must be driven by the associated Apprenticeship Standard and End Point Assessment Plan. The apprenticeship standard dictates:
  • The content;
  • The duration;
  • The outcomes.
• The course learning, teaching and assessment strategy must identify how apprentices will develop occupational competence across the full range of knowledge, skills and behaviours stipulated in the standard.

Course length

• All apprenticeships must be designed to be at least 12 months in duration and delivered over a 52 week calendar year (unless otherwise stated on the apprenticeship standard or announced by the DfE). The suggested duration of the apprenticeship is stipulated within the apprenticeship standard.
• Attendance modes must be one of the following:
  • Weekly attendance [one day per week]
  • Block release [two days/week or 5 days/week]
  • Blended delivery [one day in-person per month]
• In some instances, apprenticeship courses may be delivered online. However, attendance is still expected in one of the above modes. The balance of high quality synchronous and asynchronous learning and teaching must be well-planned and course teams must engage with the Flex team.

Study design

• The course must be designed to include planned 'new' learning every calendar month.
• Apprentices must study no more than 2 modules at a time.

Course design

• As part of the course design process, course teams must produce:
  • Curriculum map – Course learning outcomes mapped to the modules;
  • KSB map – KSBs mapped to the modules;
  • Assessment and feedback schedule;
  • Off-the-job training hours planned by module.

Module Options

• There are no options on apprenticeship courses.

Edu Gain

Learn

OfS

B1

SNF

5

Requirements

• Off-the-job (OTJ) training is a statutory requirement for an English apprenticeship.

Details

• Apprenticeships must include off-the-job training. The minimum volume of off-the-job training for all apprentices is published within each apprenticeship standard. This may take the form of traditional face-to-face or online learning.
• OTJ hours by module must be planned ahead of course approval. Planned OTJ will normally exceed minimum OTJ hours.

Edu Gain

Learn

OfS

B1

SNF

5

Requirements

• The minimum requirement for apprentices who are contracted to work 30 hours per week or more is six hours per week off-the-job training for the duration of the practical period.

Details

• Courses must be designed to carefully plan off- and on-the-job learning using three categories:
  • Directed learning (off-the-job);
  • Guided independent learning (off-the-job);
  • On-the-job learning.
• An example of how learning hours are distributed across a 20-credit point module can be found in the Apprenticeship Course Planning Guidance (available from the Apprenticeships Quality Team).

Edu Gain

Learn

OfS

B1

SNF

3, 5

Details

• In line with Ofsted’s FE and Skills Inspection Handbook, the course must be designed to clearly articulate how the learning, teaching and assessment strategy promotes the development of:
  • The apprentices’ understanding of British values;
  • The apprentices’ development of English and mathematics;
  • The apprentices’ knowledge of career development opportunities.
• Course teams will be required to articulate the strategy within the general apprenticeship information section on CourseLoop.

Edu Gain

Live, Learn, Work

OfS

B1, B4

SNF

2, 3, 5

Requirements

• All courses will include a major project and a synoptic assessment.

Details

• The major project will be in the final year.
• For integrated degree apprenticeships, the major project can be the end-point assessment.
• The synoptic assessment may be embedded in an e-portfolio where attainment with the KSBs are demonstrated.

Edu Gain

Learn

OfS

B1, B4

SNF

1, 4, 5

Details

• In addition to the fields in CourseLoop, course teams are required to produce:
  • KSB to module mapping;
  • Apprenticeship Delivery Plan;
  • Apprenticeship Manual.

Edu Gain

Learn

OfS

B1

SNF

5

Details

• Apprenticeship courses at all levels must align to the requirements set out in Ofsted's Education Inspection Framework, and specifically the Further Education and Skills Inspection Handbook.

Edu Gain

Learn

OfS

B5

SNF

N/A

Requirement

• All students must experience an effective transition, welcome and induction followed by ongoing student support throughout the course.
• All courses must be designed to provide personalised guided development for students with access to specialist support as needed.

Details

• Online courses must be designed with regular opportunities for students to speak with an instructor.

Learning and teaching planning documentation:

The Scheme of Work and Module Map will clearly outline how, when, and where these opportunities are integrated into the learning journey. This will be created collaboratively with the EQP Flex Team as part of the development process.

Edu Gain

Live

OfS

B1, B2, B4

SNF

1, 2, 3, 4, 5, 6, 7, 8

Requirement

• All courses must be designed so they provide a coherent and structured learning experience for students enabling them to develop relevant skills, knowledge, behaviours and personal development.
• The course design must enable breaks in learning as a flexible feature to accommodate the diverse needs of learners.

Details

• Online courses must integrate a pedagogically appropriate blend of asynchronous and synchronous learning activities, determined through the development and analysis of detailed student personas.
• Synchronous sessions must be strategically scheduled to address specific learner needs—such as collaborative projects, real-time feedback, or community building—as identified through personas.
• All “on-demand” (asynchronous) activity and resources must be accompanied by explicit instruction.
• This will be evidenced in CourseLoop.

Edu Gain

Learn

OfS

B1

SNF

1, 5

Requirement

• All courses must use relevant learning and teaching approaches.
• All courses must include active and collaborative learning approaches throughout their course.

Details

• The course content must be delivered in a variety of appropriate formats, such as videos, podcasts, readings, interactive simulations. These will be explained in the Learning and Teaching Strategy in CourseLoop.
• Online courses must be designed with regular peer to peer learning opportunities. This will be evidenced in the Learning and teaching planning documentation which will clearly outline how, when, and where these opportunities are integrated into the learning journey.

Edu Gain

Learn

OfS

B1, B2, B3

SNF

4, 5, 6, 8, 9

Requirement

• The default platforms for online course delivery must be NOW and Microsoft Teams.

Details

• If an alternative platform is required, this must be assessed and agreed by DT.
• Online learners will receive the Distance Learning student view on MyNTU.
• All course required tools must be approved by Digital Technologies (see Software Support page (https://support.ntu.ac.uk with links to Core Apps, Software Hub, Software by Location Report for DT approved tools), and must be accessible on mobile devices, enabling learning on-the-go.

Edu Gain

Learn, Live

OfS

B1, B2

SNF

3, 4, 5

Requirement

• The course will incorporate digital badges compatible with LinkedIn Learning.

Details

• Digital badges will enhance the professional values of the course.

Edu Gain

Learn, Live

OfS

B3, B4

SNF

4, 5

Detail 1: All learners must experience an effective transition, welcome and induction followed by ongoing support throughout the course. All courses must be designed to provide personalised guided development for learners with access to specialist support as needed.

Edu Gain

Live

OfS

B1, B2

SNF

1, 2, 3, 5

Detail 2: Learners must have access to an allocated personal tutor to provide progression and pastoral support throughout the programme.

Edu Gain

Live

OfS

B1, B2

SNF

1, 2, 3, 4, 5, 8

Detail 3: Learners must receive one progress review meeting per month. In cases where learners are existing employees, their employer should contribute to the progress review meeting whenever possible.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules

Edu Gain

Live

OfS

B1, B2

SNF

1, 2, 3, 4, 5, 8

Detail 4: Learners must continue to have access to monthly progress meetings following completion of the Skills Bootcamp, for up to six months, to support achievement of a positive outcome.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules

Edu Gain

Live

OfS

B1, B2

SNF

1, 2, 3, 4, 5, 8

Detail 1: All courses must be designed so they provide a coherent, structured and scaffolded learning experience enabling learners to develop relevant skills, knowledge, behaviours and personal development.

Edu Gain

Learn

OfS

B1, B3

SNF

1, 2, 3, 4, 7

Detail 2: There must be evidence through the design of the course that the Skills Bootcamp supports local skills priorities and is relevant to learners’ individual training needs and local employment opportunities.

Ofsted / DfE Mapping

• Ofsted Thematic Review of Skills Bootcamps

Edu Gain

Work

OfS

B1, B3

SNF

1, 6, 7

Detail 3: Employers must be involved in shaping the Skills Bootcamp curriculum to ensure it meets real job role requirements and delivers the skills needed.

Ofsted / DfE Mapping

• Ofsted Thematic Review of Skills Bootcamps

Edu Gain

Work

OfS

B1, B3, B5

SNF

2, 7

Detail 4: Learning content must be focused on specific occupational skills that lead directly to employment or progression.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules

Edu Gain

Work

OfS

B1, B3, B4, B5

SNF

1, 2, 3, 4, 5, 8

Detail 5: The course learning, teaching and assessment strategy must show how the curriculum develops occupational competence (rather than abstract theory) and supports learners towards successful completion, a guaranteed interview and/or other positive outcome.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules
• Ofsted Education Inspection Framework, Further Education and Skills.

Edu Gain

Work

OfS

B1, B3, B5

SNF

1, 2, 3, 4, 5, 8

Details

• The course must be delivered up to a maximum duration of 16 weeks.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules

Edu Gain

Learn

OfS

B1

SNF

5, 6

Detail 1: All learners must complete a robust initial assessment to determine that they are both eligible and suited to a Skills Bootcamp.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules

Edu Gain

Learn

OfS

B1, B2

SNF

1, 3, 4, 5

Detail 2: The initial assessment must be used to ascertain learners’ individual starting points to ensure that training is tailored to their individual abilities and goals.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules
• Ofsted Education Inspection Framework, Further Education and Skills.
• Ofsted Thematic Review of Skills Bootcamps

Edu Gain

Learn

OfS

B1, B2

SNF

1, 3, 4, 5

Detail 3: Skills Bootcamp training must be either accredited or mapped to an occupational standard to ensure relevance.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules

Edu Gain

Learn

OfS

B5

SNF

1, 2, 3, 5

Detail 4: The study design must clearly articulate the delivery model, assessment method(s), curriculum structure and how the proposed design aligns with the Skills Bootcamp Design requirements.

Edu Gain

Learn

OfS

B1, B2, B3, B4, B5

SNF

1, 3, 4, 5, 7, 8, 9, 10

Details

• As part of the course design process, course teams must produce clear planning documentation to enable approval at ASQC Academic Course Approval Sub-Committee. This must include documentation setting out:
  • Course purpose and intended outcomes, target market and alignment to local skills priorities
  • Curriculum structure, delivery and assessment model
  • Evidence of employer engagement
  • Staffing and resource arrangements

Edu Gain

Live, Learn, Work

OfS

B1, B2, B3, B4, B5

SNF

1, 3, 5

Details

• Guided learning hours must be delivered through a blend of in-person and asynchronous learning activities, or wholly online.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules

Edu Gain

Learn

OfS

B1

SNF

6, 10

Details

• Learners must receive a minimum of 60 guided learning hours.

Ofsted / DfE Mapping

• EMCCA SBC Funding Rules

Edu Gain

Learn

OfS

B1

SNF

5

Details

• A Skills Bootcamp must lead to the award of NTU credits appropriate to the volume of guided learning hours. e.g. where courses are designed with 150 guided learning hours this would lead to the award of 15 credits.

Edu Gain

N/A

OfS

B1, B3, B4

SNF

1, 5

Detail 1: The curriculum must enable learners to develop relevant core skills required for their intended employment or progression, such as numeracy and literacy skills.

Ofsted / DfE Mapping

• Ofsted Education Inspection Framework, Further Education and Skills.

Edu Gain

Learn

OfS

B1, B2, B4

SNF

1, 2, 3, 4, 5, 7

Detail 2: Learners must have access to relevant employability and career development advice and guidance that supports them to achieve their intended job role or progression, for example career coaching and CV/interview preparation.

Ofsted / DfE Mapping

• DfE SBC Funding and Performance Management Rules
• Ofsted Education Inspection Framework, Further Education and Skills.

Edu Gain

Work

OfS

B1, B5

SNF

1, 2, 3, 4, 5, 7, 8, 9

Detail 3: Learners must receive signposting and support to develop a context and age-appropriate understanding of safety and wellbeing relevant to their intended job role or progression, such as workplace health and safety, wellbeing, Prevent and British values.

Ofsted / DfE Mapping

• Ofsted Education Inspection Framework, Further Education and Skills.

Edu Gain

Live

OfS

B2

SNF

1, 2, 3, 4, 5

Details

• Course teams must provide documentation as outlined in Quality Handbook Supplement 5I – Category 6.

Edu Gain

Live, Learn, Work

OfS

B1

SNF

5

Details

• Skills Bootcamps must align with relevant external requirements set by the Department for Education and devolved funding authorities such as the East Midlands Combined County Authority, and with the Ofsted Education Inspection Framework (Further Education and Skills).

Edu Gain

Live, Learn, Work

OfS

B5

SNF

2, 5

Requirement

• No examinations shall be used as either formative or summative assessments for any courses delivered at the Mansfield campus except where specified by a PSRB.

Edu Gain

Learn

OfS

B1, B4

SNF

1, 3, 4, 5

Requirement

• The use of a block teaching (or block delivery) model – modules delivered one at a time, sequentially - is not a mandatory requirement. However, it may be adopted where it is pedagogically appropriate and fits within the semester-based delivery model.
• Timetabling must follow a structured full-day (block timetabling) model unless there is a clear pedagogical rationale for an alternative, which must be provided in both CourseLoop and the course approval report.

Edu Gain

Learn

OfS

B1, B2

SNF

1, 3, 4, 5