CURRICULUM PLANNING
Module Planning Manual
SECTION 1: ABOUT MODULE PLANNING .................................................................................... 2
Curriculum Planning ........................................................................................................................... 2
Module Planning Procedure .............................................................................................................. 2
University’s Use of Module Data ...................................................................................................... 2
SECTION 2: HOW TO PLAN MODULES IN THE STUDENT RECORD SYSTEM .............................. 3
Module Structure on the Student Record System ......................................................................... 3
Module Planning via eVision ............................................................................................................. 3
Supplementary Assessment Pattern Data ....................................................................................... 7
SECTION 3: INFORMATION REQUIRED FOR MODULE PLANNING .............................................. 9
‘Plan Module’ Section ........................................................................................................................ 9
‘Plan Module Availability’ Section ................................................................................................. 10
‘Plan Student Workload’ Section ................................................................................................... 12
‘Plan Module Assessment’ Section ................................................................................................ 13
‘Plan Module Teaching & Learning’ Section ................................................................................ 14
Additional Information .................................................................................................................... 15
SECTION 4: MODULE REPORTS ................................................................................................. 17
SECTION 5: FURTHER INFORMATION ....................................................................................... 20
Amendments to Modules after the Curriculum Planning Period .............................................. 20
Who to Contact ................................................................................................................................. 20
INDEX .......................................................................................................................................... 21
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SECTION 1: ABOUT MODULE PLANNING
Curriculum Planning
‘Curriculum Planning’ is the process of creating curriculum data in the SITS in support of the
University’s Curriculum Change procedures.
Module Planning Procedure
Module planning takes place in Semester 2 each year for all undergraduate, taught
postgraduate and distance-learning modules.
University’s Use of Module Data
Module data is used by the University for a wide range of purposes.
Exam Timetable
Transcripts/HEAR
Blackboard
Integration
Resit Exam
Timetable
Marks Return
Panels and Boards
of Examiners
Reports
HESES
HESA
Module
Registration
Module Records
Teaching
Timetable
KIS
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SECTION 2: HOW TO PLAN MODULES IN THE STUDENT
RECORD SYSTEM
Module Structure on the Student Record System
Modules are made up of a number of records on SITS representing each time a module is
available to be studied; this can include different periods in the year or variations in
teaching or assessment (occurrence). The list of modules you view in Module Planning will
include all such availabilities for the academic year.
Availability
Module
2012/3
Occurence
AM1001
Availability
A
Period
2013/4
Occurence
Semester 1
B
Period
Semester 2
eVision Module Planning ‘module list’ screen
Module Planning via eVision
eVision is the web portal for the Student Records System. eVision is also known as
MyStudentRecord.
All amendments to module data in Module Planning are made to planning records (copies of
live records). These planning records only become live once they have been ‘deployed’.
Modules will only be ‘deployed’ once all necessary approval from Change Committees has
been given.
Accessing Curriculum Planning (Module Planning)
Each department assigns one or more members of staff to be Module Planners. These
Module Planners have an eVision login which gives them access to Curriculum Planning and
to the modules that they are responsible for updating.
Login to eVision at https://srs.le.ac.uk
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Your login is linked to your University ID and password. If you need your password reset contact
IT Services on x2253.
Click on the ‘Module Planning’ link on the eVision home page.
If you cannot see the ‘Module Planning’ link please contact your Account Manager in Registry.
Planning Instances
A ‘Planning Instance’ holds module planning data for a specified academic year.
Normally you will have access to three planning instances. The primary Planning Instance
(P1) lists modules rolled forward from the current academic year plus any that have been
added through the Programme Approval and Curriculum Change processes. The primary
Planning Instance is split by department, eg, P1AM, P1AR, P1BS, etc. The second and third
(P2 & P3) are empty but will allow you to resurrect modules from previous academic years.
For example
During Module Planning for 2014/15 you will have access to 3 Planning Instances:
P1[Departmental code; e.g. AM for American Studies] - Planned Modules for 2014/15
This Planning Instance lists all modules that ran in 2013/14 plus any new modules that have been added via
the Programme Approval process. This will be your main Planning Instance.
P2 - Resurrected Modules for 2014/15 from 2012/13
This Planning Instance provides access to modules from 2012/13. This list is blank until you choose to
resurrect a module from that academic year.
P3 - Resurrected Modules for 2014/15 from 2011/12
This Planning Instance provides access to modules from 2011/11. This list is blank until you choose to
resurrect a module from that academic year.
See the ‘Resurrect an Old Module’ guidelines below for more details on using Planning Instances P2 &
P3.
To begin Module Planning select the relevant Planning Instance from the drop down box
and click ‘Retrieve’.
EVision Module Planning Home Page – Selecting a Planning Instance
Create a New Module
Choose the ‘P1 – Planned Modules’ Planning Instance from the drop down box and click
the ‘Create New Module’ button
Add the new module information
Click the ‘Store’ button to save your changes
Click the ‘back’ button to return to the Module Planning list
See ‘SECTION 3: Information Required for Module Planning’ for more details on the type of
information that should be entered on this screen.
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If you do not know all the information required to complete the module details you can leave
sections blank and return to complete them later.
Resurrect an Old Module
As some modules are not available every year it may be necessary to resurrect modules
from previous academic years.
You are automatically provided with Planning Instances for the previous two academic
years. However, if you need to resurrect a module from earlier years please contact your
Registry Account Manager who will set up additional Planning Instances for you.
Choose a ‘P2 or P3 Resurrected Modules’ Planning Instance from the drop down box
applicable to the year of the module you wish to resurrect.
Click the ‘Resurrect Old Module’ button.
Type in the retrieval criteria in order to find the module you wish to resurrect.
Use the wildcard* character to retrieve part of a title. For example, entering “*landscapes*” in the
‘Module Name’ field will retrieve all modules from that year that had “landscapes” in the title.
Select the tick box next to a module and click the ‘Resurrect’ button.
When you next retrieve the ‘Resurrected Modules’ Planning Instance this module will be
listed and available for you to edit if necessary.
Delete a Module
Choose a planning instance from the drop down box and click the ‘Retrieve’ button.
Select the tick box next to one or more modules and click the ‘Delete’ button
The message bar will display the message ‘Are you sure you wish to continue?’
Click the ‘Delete’ button again to continue.
This process will only delete the module year, period and occurrence selected. If you wish to delete
a module completely you must delete all occurrences/periods of that module.
If you accidentally delete a module you can re-create the details by using the Resurrect function in the
P1 Planning Instance.
Duplicate a Module
As a module may have a number of occurrences or periods you can use this facility to
quickly duplicate extra module records.
Choose a planning instance from the drop down box and click the ‘Retrieve’ button.
Select the tick box next to one or more modules and click the ‘Duplicate’ button
You will then need to edit the duplicated module to the new occurrence or period.
When updating a duplicated module care should be taken to ensure module information is consistent
between modules that have more than one period/occurrence.
Edit an Existing Module
Choose a planning instance from the drop down box and click the ‘Retrieve’ button.
Select the tick box next to one module and click the ‘View/Edit’ button
Add or amend information in the fields.
Click the ‘Store’ button to save your changes.
Click the ‘back’ button to return to the module planning list
See ‘SECTION 3: Information Required for Module Planning’ for more details on the type of
information that should be entered on this screen.
When editing modules care should be taken to ensure module information is consistent between
modules that have more than one period/occurrence.
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Editing Teaching and Learning Text
Each module within an academic year has 6 Teaching and Learning records:
1.
2.
3.
4.
5.
6.
Intended Learning Outcomes
Teaching and Learning Methods
Assessment Methods
Pre-requisites (optional)
Co-requisites (optional)
Excluded Combinations (optional)
As the Teaching and Learning text is linked to the academic year of the module you need
only amend the text of a single occurrence/period – this change will then be reflected in all
occurrences/periods of that module. The ‘Title’ description should not be amended.
See ‘SECTION 3: Information Required for Module Planning’ for more details on the type of
information that should be entered on this screen.
Planning Module Teaching and Learning screen
Creating and Editing Module Assessment Patterns
Plan Module Assessment screen
To change an assessment element, add/amend fields and click the ‘store’ button
To add new assessment elements click the ‘add new’ button. This will create a new line
of assessment to which you can enter the details into the blank boxes, then click the
‘store’ button
To remove an assessment element, click the ‘remove’ button.
See ‘SECTION 3: Information Required for Module Planning’ for more details on the type of
information that should be entered on this screen.
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Locking Modules
When all amendments have been made to a module you need to ‘Lock’ the module in order
for the Registry to make it live in the Student Record System.
Choose a Planning Instance from the drop down box and click the ‘Retrieve’ button.
Select the tick box next to one or more modules and click the ‘Lock’ button. The status
of the module in the list will change to ‘locked’
Consider running a Module Report to check that you have amended module data correctly before you
confirm to Registry that you have completed Module Planning. See ‘SECTION 4: Module Reports’ for
further information.
Don’t forget to lock modules in all Planning Instances, including the ‘P2 & P3 Resurrected Modules’
Planning Instances and any others that have been made available to you.
Supplementary Assessment Pattern Data
After Locking all modules the final step in module planning is to run the ‘Curriculum
Planning: Supplementary Assessment Pattern Data’ report from Business Objects. See
‘SECTION 4: Module Reports’ for further information.
The report contains additional information that needs to be recorded but cannot be
collected in e-Vision.
Run the report for the Planning Instance you have been working in and then export the
report to Excel.
For each assessment element, complete the ‘Assessment Type’ and ‘Final Assessment?’
columns, and where applicable the ‘Qualifying Mark’ and/or ‘Qualifying Set’ columns.
The report must be run for every Planning Instance you have worked in. The report will include all
modules within the Planning Instance, so for P2 and P3, the report will include modules from other
departments.
Assessment Type
The assessment type defines the work involved in an individual assessment. This
information forms part of the KIS return. Valid assessment types are given below; a
detailed description can be found in the appendix.
Valid assessment types:
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EXAM
TEST
CW
REPORT
DISS
PORT
ORAL
PROJ
PRACT
GRP
AO
Examination
Departmental Test
Coursework
Report
Dissertation
Portfolio
Oral and Presentation
Project
Practical Assessment
Group Work
Attendance Only
See ‘SECTION 3: Information Required for Module Planning’ for definitions of Assessment Types.
Final Assessment
Each module assessment pattern must include one or more elements marked up as the Final
Assessment. This should be the assessment element that marks the last piece of assessment
that the student will submit. Where more than one element will have submission dates at
the same time, all assessments that could be considered ‘Final’ should be marked as such.
The Final Assessment should be entered with a ‘Y’ in the cell.
Qualifying Mark
If a student must attain a certain mark in the specific assessment in order to pass the
module this mark should be entered in the Qualifying Mark column. This will usually be the
minimum pass mark, but in cases where a student must simply attempt every assessment
element the Qualify Mark can be specified as ‘1’
Qualifying Set
Linked to the Qualifying Mark, the Qualifying Set is used to identify a group of assessments
across which a student must attain an average mark. The Qualifying Mark should be defined
as above, and a common value (e.g. A, B, C) entered against each assessment element
within the group.
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SECTION 3: INFORMATION REQUIRED FOR MODULE PLANNING
The information below provides guidelines on the information that should be entered into
each of the sections of the Module Planning ‘Edit’ screen.
Sections with asterisks indicate data that is mandatory.
‘Plan Module’ Section
Code*
When creating a new module assign a code according to the module coding structure below.
A previously used code may not be reused.
The ‘Module Numbering’ report will tell you what codes have already been used. See ‘SECTION 4:
Module Reports’ for details on how to run a report.
AR1005
Department Prefix
Number Range
(2 letters)
(3 numbers)
Level
(1 number)
Department Prefix
AM
American Studies
IT
Italian
AH
Ancient History
LM
Labour Market Studies
AR
Archaeology
LW
Law
BS
Biological Sciences
AE
Life Long Learning
CH
Chemistry
MN
Management
CO
Computer Science
MA
Mathematics
CR
Criminology
MS
Media & Communication
EC
Economics
MB
Medical Bioscience
ED
Education
MD
Medical School
EG
Engineering
ML
Modern Languages
EN
English
MU
Museum Studies
EL
English Language Teaching Unit
NS
Natural Sciences
FR
French
PA
Physics & Astronomy
GY
Geography
PL
Politics & International Relations
GL
Geology
PS
Psychology
GN
German
SW
Social Work
HA
History of Art
SY
Sociology
HS
Historical Studies
SP
Spanish
HM
Humanities
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Level
0
Foundation
1
Undergraduate Level 1
2
Undergraduate Level 2
3
Undergraduate Level 3
4
Undergraduate Level 4
7
Postgraduate
8
Doctoral
Name*
Use capitalization of module title; do not use upper case.
You do not need to create a new module for a change of title.
Type*
‘ABR’: Abroad –
Module taken at a partner institution or representing a period of study
abroad.
‘PLAC’: Placement – Module taken as part of a placement or representing a period of study
on a placement.
‘DISS’: Dissertation – Student dissertation or final project.
‘STAN’: Standard –
Any module not covered by the previous three categories. The
majority of modules will be classified as standard.
‘Plan Module Availability’ Section
Occurrence*
The occurrence of a module refers to the availability a module runs within an academic
year.
Undergraduate and taught postgraduate modules: Most have an occurrence of ‘A’.
Occasionally a module will have an occurrence of ‘B’ – this is where the module is assessed
by a different mark scheme.
For example
Modern Language students are required to pass language modules at an 'honours' level. However,
students from other departments need only pass language modules at a 'credit' level. In order to
distinguish between these types of students, and ensure that their marks are calculated correctly,
two module occurences are created for each language module. Students are then assigned to
occurrence "A" or occurence "B" as appropriate.
Distance Learning modules: All these modules have an occurrence of ‘D’.
Modules available to Erasmus or Study Abroad students: Any module available to these
students requires an ‘E’ occurrence module availability.
Where a module is available in a period that spans academic years, the Occurrence needs to
be identified with a suffix relating to the year the module starts.
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For example
A campus based Dissertation module begins in June (Semester 2 2014/15) but work is handed in
during September (Semester 1 2014/15). The Occurrence would be A13.
This forms part of an external reporting requirement and for recording purposes the
Academic Year is taken as starting on 1 August. Any module which crosses this date should
be considered ‘Spanning’.
Scheme*
Choose ‘UNDERGRAD’ undergraduate or ‘POSTGRAD’ postgraduate.
Period*
Undergraduate modules are normally offered by semester.
Postgraduate modules may be offered either by semester or by term.
Distance learning modules will have a period relating to when they start, e.g. ‘Oct’, ‘Feb’,
‘Jul’. PLEASE NOTE, existing modules which have a period ‘DL’ will need to be updated to
accurately reflect when the module starts.
Where a module must be taken in both semester one and semester two (or term 1, 2 and 3)
choose "YEAR" - the credit rating will apply to the whole year.
Where a module is available in one or more periods you must create module availability
records for each period (use the duplicate process outlined in ‘SECTION 1: How to Plan
Modules in the Student Record System’).
Period Coverage (approximately)
Semester 1
September – January
Semester 2
January – June
Year
Whole academic year (semester 1 and 2)
Autumn Term
October – December
Spring Term
January – March
Summer Term
May - July (also use for modules taken in the summer vacation)
‘Month’
Undergraduate and Postgraduate Distance Learning – month in
which the module starts.
Please see http://www2.le.ac.uk/institution/calendar/university-terms-and-semesters for exact
dates.
Module Coordinator
This must be an academic member of staff, not a postgraduate student.
The Student Record System can only hold one module coordinator name.
As the list of names is provided by the Personnel record system the Registry is unable to add or
amend name information. If the name of a member of staff is missing please leave this field blank
and add the name to the ‘Teaching and Learning Methods’ (See below ‘Plan Module Teaching &
Learning’ Section).
Department*
The student FTE load will be allocated to the department named on the Module
Specification. If the load is to be shared between departments, please inform the Registry.
NOTE: The Department refers to the Module Department Prefix and may represent a Centre
or sub-division of the department. For example, ‘French’ or ‘Spanish’ are separate entries
for the School of Modern Languages.
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‘Plan Student Workload’ Section
Mark Scheme*
Undergraduate modules are normally assessed under the ‘pass for credit’ mark scheme.
Exceptionally modules may be assessed by the ‘honours level’ mark scheme. Modules may
also be assessed as ‘attendance only’ where only a pass/fail grade is recorded for the
module.
Modules are designated as ‘honours level’ in exceptional cases - usually when they are required to
pass at this level for an external body. This must be agreed by the relevant committee and recorded
in the Regulations and Module Specifications.
Postgraduate modules have a ‘postgraduate’ mark scheme or an ‘attendance only’ mark
scheme.
Student Workload*
Enter the hours that each type of Teaching and Learning method takes, making sure these
add up to the total hours (which should equate to the figures below)
Credits
Hours
5
37.5
10
75
15
112.5
20
150
30
225
60
450
120
900
In cases where a module is non credit bearing please use your judgment as to what the appropriate
Student Workload hours should equate to.
Accurate recording of student workload is essential as this information forms part of the Key
Information Set (KIS) return to HEFCE.
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‘Plan Module Assessment’ Section
Module Assessment Pattern*
Each module has an ‘Assessment Pattern’ which determines how a module is assessed.
Assessment Patterns are broken down into one or more assessment elements. When
changing assessment patterns you must ensure that the ‘weight’ totals 100%.
Each assessment element within a module must be included for all modules.
The assessment weighting can be proportional to allow for fractions. E.g., if a module has
three equally weighted elements (33.33% each) they can each be expressed with a
weighting of 100, giving a total weighting of 300. Note, this is the only case in which the
total weighting should exceed 100%.
If an Assessment Pattern is entered incorrectly this will create an error in the calculation of overall
module marks. If in doubt about how an assessment pattern is structured please contact your
departmental Marks Entry contact for advice (the Registry can provide you with contact details if you
do not know who this is).
Assessment Groups
In previous years the ‘Assessment Group’ has been used to denote differences in assessment patterns
within a module, such as for Erasmus or Study Abroad students. Such differences should now be
represented by a separate Module Availability. When resurrecting a module from an earlier
Alternative Reassessment
Where students are unable to retake the piece of assessment they failed (normally
fieldwork or a laboratory exercise) they may take an ‘Alternative Reassessment’.
The Alternative Reassessment field should be completed with a ‘Y’.
Seq.
Description
Weight
001
Coursework
50
002
Fieldwork
50
003
Coursework
100
Ass't Grp
Alt Reass’t
Exam Duration
(hrs)
Y
In the above assessment pattern students are assessed by 50% coursework and 50% fieldwork.
However, because students who fail the fieldwork element are unable to retake it, they must
complete an alternative reassessment of an examination. Please note that the coursework element
also has a corresponding “Alt Reass’t”; this is because the original coursework mark will need to be
re-entered so that the overall mark for the module is calculated correctly (i.e. not capped).
The Alternative Reassessment(s) should always total 100%.
Assessment Descriptions
The Assessment Description should make the type of assessment clear (e.g. Coursework,
Examination, Dissertation), as this is used to classify the assessment in the Student Record
System. Additional details can be included, however the field is limited to 120 characters.
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‘Plan Module Teaching & Learning’ Section
Intended Learning Outcomes*
Complete as appropriate ensuring that both (a) discipline specific knowledge and skills, and
(b) transferable skills are addressed. Module learning outcomes should address at least one
of the transferable skills identified in the University’s Learning and Teaching Strategy ie.
oral communication, written communication, IT, numeracy team working, problem solving,
information handling, or skills for lifelong learning.
Learning outcomes are statements of what a learner is expected to know, understand and
be able to demonstrate after completing the module. The module assessment should be
able to measure the extent to which they have been achieved, so the best words to use are
often those you would actually use in exam questions (define, calculate, identify, outline,
solve etc.). Avoid words that describe a state rather than an action like be familiar with,
appreciate, comprehend, know.
The following phrases may be useful for many modules:
(1) discuss the basic principles of…… (2) apply these principles to…./cases
including…./cases such as….
Teaching and Learning Methods*
Select from the following or add as appropriate: Lectures, Tutorials, Seminars, Surgeries,
Directed reading, Problem solving classes, Masterclasses, Laboratory practical classes,
Computer practical classes, Demonstrations, Computer-aided learning, Field courses/visits,
Project supervision, Example sheets, Resource-based learning, Career development
programmes, Induction programmes, Independent research.
Assessment Methods*
Select from the following or add as appropriate: Essays, Written reports, Writing tasks,
Reviews, Individual research projects, Dissertations, Research papers, Portfolios, Learning
logs, Annotated bibliographies, Seminar presentations, Contributions to discussions, Oral
reports, Poster presentations, Interviews, Role plays, Simulations, Objective tests, Shortanswer examinations. Essay examinations, Problem-based examinations, Vivas, Practical
demonstrations, Computer demonstrations ,Computer-based exercises, Laboratory reports,
Laboratory notebooks, Field reports, Field notebooks, Observation of working methods,
Competency-based assessment, Problem-based exercises, Exhibitions/demonstrations,
Video, Web pages, Artefacts/products, Computer programmes, Poster productions, Patient
histories.
You should also indicate here if the module is linked to any other module for assessment
purposes
Pre-requisites
Modules that must be taken before this module can be studied
Co-requisites
Modules that must be taken at the same time that this module is studied
Excluded Combinations
Modules that cannot be taken with this module
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Additional Information
Assessment Types
EXAM - Examination
A question or set of questions relating to a particular area of study.
Written exams usually occur at the end of a period of learning and assess whether students have
achieved the intended learning outcomes. They may be 'seen', where the student is aware in advance
of the question(s) they are expected to answer, or 'unseen', where the questions are only revealed 'on
the day'. In an 'open-book' exam, a student is allowed to use a selection of reference materials during
the assessment. The questions asked as part of a written exam may be essay, short answer, problem
or multiple-choice. Written exams usually (but not always) take place under timed conditions.
An Exam will be timetabled centrally by the Exams Team.
TEST – Departmental Test
As above, but arrangements made within the department.
CW - Coursework
An exercise completed in writing.
Written exercises that typically have deadlines attached but which are not carried out under timed
conditions. A well-known example is the essay, where students are required to write about a
particular topic or answer a question in depth. Other examples include written briefings on particular
topics.
REPORT
A description, summary or other account of an experience or activity.
There are many different kinds of report - often students are required to produce a report after
participating in a practical activity such as fieldwork, laboratory work, work experience or placement.
Reports typically have a prescribed format.
DISS - Dissertation
An extended piece of written work, often the write-up of a final-year project.
A dissertation is a substantial piece of writing deriving from research that a student has undertaken.
Dissertations are the result of a student's independent work, carried out under the guidance of a
supervisor. Different subject areas may follow different conventions in relation to the production of
dissertations. (Note that other outputs from projects are listed separately).
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PORT - Portfolio
A collection of work that relates to a given topic or theme, which has been produced over a period of
time.
Typically, a portfolio contains a number of pieces of work, usually connected by a topic or theme.
Students are usually required to organise the collection of examples and the portfolio often includes
some reflective accounts (diaries/logs). Examples include, in education, that students may collect in a
portfolio essays around particular teaching methods, lesson plans, teaching materials that they have
developed and a report about the teaching experience itself. For the purposes of the KIS, examples
also include the creative arts portfolio which may contain a strong practical element.
PROJ - Project (other than dissertation)
Output from project work, often of a practical nature, other than a dissertation or written report.
Students are assessed on the output of a period of project work (other than in the form of a
dissertation or written report). Examples are diverse and include the staging of a play or other
performance, a piece of artwork, a new product or a poster.
ORAL - Oral and presentation
A conversation or oral presentation on a given topic, including an individual contribution to a seminar.
Examples of oral assessments and presentations might include conversations, discussions, debates,
presentations and individual contributions to seminars. This category would also include the viva voce
exam which is typically used by institutions in specific circumstances such as clarifying assessment
decisions reached via other means.
PRACT - Practical skills assessment
Assessment of a student's practical skills or competence.
Practical skills assessment focuses on whether, and/or how well, a student performs a specific
practical skill or technique (or competency). Examples include clinical skills, laboratory techniques,
identification of or commentary on artwork, surveying skills, language translation or listening
comprehension, and so on.
GRP – Group Work
An exercise or assessment taken and assessed as part of a group. Should be used if the assessment
cannot be categorised in one of the above.
AO – Attendence Only
Used where no marks are to be returned. Usually used where students formally submit ethics
statement or equivalent and are either Pass or Fail.
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SECTION 4: MODULE REPORTS
About Business Objects
Business Objects is a web based reporting tool, which retrieves data directly from the
Student Record System.
This data can be viewed, printed or downloaded.
Accessing Business Objects
Click on the Business Objects Reports link on the eVision home page or go directly to
http://reporting.le.ac.uk through your web browser.
The login is your CFS id and the password of your choice. If you cannot access Business
Objects please contact IT Services.
Viewing Reports
Business Objects folder navigation view
Use the folders list on the left to navigate to the report you wish to view.
The Module reports are located as follows: Public Folders > Departmental Users >
Curriculum Planning
Double click on a report to open it.
At the top of the ‘Prompts’ dialog box click a criteria, then choose the appropriate field
from the list (if you cannot see any data fields press the ‘refresh values’ icon). Click on
the chevron icon to select a data field. Repeat this process for all criteria.
Click on ‘Run Query’ to display the report for your chosen criteria.
To choose different criteria, or re-run a report, click on the ‘Refresh Data’ icon on the
top right hand side of the screen.
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The Business Objects report prompt dialog box
Available Module Reports
The following reports are available to view, print and download:
Report Title
Description
Curriculum Planning:
Supplementary Assessment
Pattern Data
Report that must be run once all Modules have been ‘Locked’
through Module Planning in e-Vision to collect additional
assessment pattern information.
Planning Module Specification
Planning module data in specification format. This data is not
yet live on the Student Record System and can only be viewed
throughout the Curriculum Planning period.
Module Specification
Module data in specification format. This is live data on the
Student Record System.
Module Availabilities (for
download)
Module data (module code, name, year, period, occurrence,
scheme, level, credits, coordinator, mark scheme, workload)
suitable for downloading into an excel spreadsheet. This is live
data on the Student Record System.
Module Assessment Patterns (for
download)
Module data (module code, name, year, period, occurrence,
mark scheme, sequence, assessment description, weight,
assessment group, alternative reassessment, exam hours)
suitable for downloading into an excel spreadsheet. This is live
data on the Student Record System.
Module Teaching and Learning
Text (for download)
Module data (teaching and learning text) suitable for
downloading into an excel spreadsheet. This is live data on the
Student Record System.
Module Numbering
List of modules since 2002/3. Use this report as reference
when choosing new module codes to prevent duplication.
Planning Modules Quick Check
List
A list of Planning modules to be used as a quick check list
during Curriculum Planning. The report does not include
Teaching and Learning text or assessment patterns. This data is
not yet live on the Student Record System and can only be
viewed throughout the Curriculum Planning period.
Last updated: 08 February 2013
Module Planning Manual
Page: 18
Navigating Reports
Move between pages using the arrows in the Business Objects report toolbar.
For easier navigation view the report as a PDF document. Click on the ‘View’ button and
choose ‘PDF mode’ from the drop down list. Navigate between pages by using the
‘bookmarks’ panel (click on the + sign to expand the menus in this panel)
Printing Reports
Click on the printer icon in the Business Objects toolbar (not the Web Browser toolbar). This
will open the report into a PDF document.
You can amend the page numbers you wish to print in the printer dialog box if necessary.
Downloading Data
Click on the Document button on the Business Objects toolbar, choose “Save to My
Computer as Excel”
When the file download dialog box appears choose Save
Logging Off
Please remember to click ‘Log Out’ on the Business Objects toolbar when you finish your
session.
Last updated: 08 February 2013
Module Planning Manual
Page: 19
SECTION 5: FURTHER INFORMATION
Amendments to Modules after the Curriculum Planning Period
After the Curriculum Planning period has ended you will need to submit new module
specifications and any changes manually. Any changes should be sent to the Quality Office
who will pass the documentation through to the Registry once approved.
More details regarding Curriculum Change can be found at:
http://www.le.ac.uk/academic/quality/curriculumchange/index.html
Who to Contact
Nature of Query
Contact
Submission of amendments to Module Specifications
Registry Account Manager
Curriculum Planning via eVision
Registry Account Manager
Login/password problems
IT Services
Advice on information contained in a Module
Specification
Academic Advisor, Quality Office
Curriculum Change and Programme Approval processes
Academic Advisor, Quality Office
Responsibility
Contact Name
Contact
Details
Registry Account Manager
College of Arts, Humanities and Law
Dave Eyres
x 3919
[email protected]
Registry Account Manager
College of Medicine, Biological Sciences & Psychology
Azeem Climie
x 7624
[email protected]
Registry Account Manager
College of Social Science
Christian Kitchener
(Acting)
x 2500
[email protected]
Registry Account Manager
College of Science & Engineering
Christian Kitchener
x 2500
[email protected]
Academic Advisor
College of Arts, Humanities and Law
TBC
Academic Advisor
College of Medicine, Biological Sciences & Psychology
Kate Pountney
x 3451
[email protected]
Academic Advisor
College of Social Science
Kathryn Brennan
x 3639
[email protected]
Academic Advisor
College of Science & Engineering
Sian Conner
x 1379
[email protected]
IT Systems Support
IT Services Helpdesk
x 2253
[email protected]
Last updated: 08 February 2013
Module Planning Manual
Page: 20
INDEX
A
M
academic advisor, 20
mark scheme, 12
alternative reassessment, 13
module availability, 10
assessment elements, 6
module code, 9
assessment groups, 13
module name, 10
assessment methods, 14
module planners, 3
assessment pattern, 13
module reports, 17, 18
B
module type, 10
business objects, 17, 18, 19
O
business objects website, 17
occurrences, 10
C
overall module mark, 13
coordinator, 11
P
co-requisites, 14
pass for credit, 12
creating new modules, 4
period, 11
curriculum change, 4
planning instance, 4, 5
curriculum planning period, 20
postgraduate, 10, 11, 12
D
pre-requisites, 14
deleting modules, 5
printing, 19
distance learning, 10, 11
programme approval, 4
downloading, 19
R
duplicating modules, 5
reassessment, 13
E
reports, 7, 17, 18
editing modules, 5
resurrecting modules, 5
eVision, 3, 17
S
excluded combinations, 14
scheme, 11
F
student workload, 12
FTE load, 11
T
H
teaching and learning, 14, 15
honours level, 12
teaching and learning methods, 14
I
U
intended learning outcomes, 14
undergraduate, 10, 11, 12, 13
L
W
locking modules, 7
weight, 13
Last updated: 08 February 2013
Module Planning Manual
Page: 21