ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZBA
1
2
1. Admissions/ Management Information
3
Title of the programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
4
Masters MA in Conservation Studies (Historic Buildings)
5
Postgraduate Diploma PG Diploma in Conservation Studies (Historic Buildings)Please indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
6
Postgraduate Certificate PG Certificate in Conservation Studies (Historic Buildings)Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
7
Level of qualificationLevel 7
8
This document applies to students who commenced the programme(s) in:2019
9
Awarding institutionTeaching institution
10
University of York University of York
11
Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
12
Lead Department Archaeology
13
Other contributing Departments:
14
Route code
(existing programmes only)		PMARCSCOH1
15
Admissions criteria
16
A good honours degree (upper second or first class) in a relevant subject, or an equivalent qualification from an overseas institution. ‘Relevant subject’ is broadly defined for this course and, as well as Archaeology, includes subjects such as Architecture, Planning, Building Survey, Engineering, History, History of Art, Geography, Environmental Sciences. Mature students or those with practitioner or non-academic qualifications but with relevant professional experience in this field will be considered. For foreign language speakers, Level 6.5 IELTS is required.
17
Length and status of the programme(s) and mode(s) of study
18
ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
19
20
Face-to-face, campus-basedDistance learningOther
21
MA Conservation Studies 1 yearFull-timeSeptemberPlease select Y/NYesPlease select Y/NNo
22
2 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNo
23
3 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNo
24
Language(s) of study
25
English
26
Language(s) of assessment
27
English
28
2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
29
2.a. Is the programme recognised or accredited by a PSRB
30
Please Select Y/N: Yesif No move to section 3
if Yes complete the following questions
31
2.b. Name of PSRB
32
Institute of Historic Building Conservation (IHBC)
33
2.c. Please provide details of any approval/ accrediation event needed, including: timecales, the nature of the event, central support / information required:
34
The IHBC is currently being consulted on the full Programme Design Document. The programme content at module level has been updated and teaching is delivered in more diverse ways now but in the fields it covers it is not significantly changed from the programme approved in 2013 when the course was first accredited. It is not anticipated that this pedagogical review will result in a requirement for any changes from the accrediting body and the programme is due for review in 2018/19..
35
2.d. Are there any conditions on the approval/ accreditation of the programme(s)/ graduates (for example accreditation only for the full award and not any interim award)
36
No
37
3. Additional Professional or Vocational Standards
38
Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
39
4. Programme leadership and programme team
40
4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
41
Dr Gill Chitty is the programme leader. There is also significant input into programme and module design and delivery from Dr Louise Cooke and for the Analysing and Intepreting Historic Buildings modules from Dr Kate Giles, Dr Matt Jenkins and Dr Dav Smith.
42
4.b. Who has been involved in producing the PLOs, programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; whether student views have been incorporated, and also any external input such as external examiners, employer liaison board)
43
Generic PLOS (1-5) were developed by our PGT Pedagogy team, composed of 5 members of staff (senior lecturers and associate lecturers), based on existing programme specifications and mapping to the UK Quality Code for HE). They have been refined in consultation with students and staff, taking into account external examiner feedback on the programme. They also reflect feedback provided through Sense Checks on a sample of Master’s programmes from the department. PLOs 6-8, in specific, were developed through thematic workshops and one-on-one staff consultation with Directors of Studies conducted primarily in the Summer term 2017. They have been designed to reflect the particular requirements of the programme.

To develop the programme maps and enhancement plans, as well as the PLOs and SoPs, we conducted a focus group with existing and past Masters students (February 2017), distributed the ASO’s TESTA questionnaire amongst these students (February 2017), and held a half-day Away Day with the vast majority of departmental staff who teach on and lead our Masters programmes (March 2017). We have held small-group pedagogy alignment-oriented sessions with staff members (April/May 2017), have extended our student consultations via the distribution of an online survey (April/May 2017), and hosted a well-attended workshop for all Masters teaching staff (internal and external module leaders) on innovations with teaching and learning, co-led by the E-learning team (October 2017). One-on-one consultations with all Directors of Studies in the run-up to submission and approval of our PDDs (October/November 2017) have been conducted. All Programme Leaders (Directors of Studies) have contributed to this process.

44
5. Purpose and learning outcomes of the programme
45
5.a. Statement of purpose for applicants to the Masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
46
The MA in Conservation Studies (Historic Buildings), established here in 1972, has an outstanding international reputation. It provides a unique mix of practice-based and theoretical learning for professional work in heritage conservation with a strong focus on historic buildings. The programme combines essential disciplinary knowledge and advanced scholarship with hands-on experience in sustainable building conservation practice. Working alongside experienced practitioners, you will engage with practical and professional issues in a series of focussed skills modules from an exciting range of related disciplines and develop your own hands-on experience in practice. A voluntary work placement in a conservation organisation in the York region will enhance and focus your practice-based experience and you will develop your research skills in an original, independently conducted research project. Developing transferrable and essential Masters-level research skills is an integral part of the course. Graduates from York go on on to successful early careers in conservation practice, in NGOs, public sector, heritage trusts and related areas of heritage management. For mid-career professionals, the course gives the opportunity to deepen applied knowledge of heritage conservation for established roles in the building sector, consultancy and research. The programme is offered full-time, or part-time to suit those in employment, and can be tailored for early- and mid-career professionals or to offer entry-level learning for those at the beginning of their careers.

The programme is recognised by the Institute of Historic Building Conservation (IHBC) for UK practitioners working towards full professional membership of the IHBC and follows the internationally recognised ICOMOS Guidelines for Education and Training in Conservation.
47
5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
48
PLOOn successful completion of the programme, graduates will be able to:
49
1DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge of historic buildings, their conservation and relevant academic, professional and socio-economic contexts
50
2CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced scholarship in local and international research and environmentally-sustainable practice and advance ethical, innovative and effective solutions in building conservation and related disciplines
51
3THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Make well-informed decisions in complex, evolving situations by applying advanced, professional-level conservation principles and methods in assessing diverse problems and/ or datasets
52
4SYNTHESIS AND COMMUNICATION: Confidently synthesise and communicate conservation principles, outcomes and public benefit to peers, public or professional audiences through a variety of forms and media
53
5INDEPENDENCE AND RESEARCH: Demonstrate originality in approach, imaginative thinking and inventive methodologies in rigorous independent inquiry, using advanced research skills to advance knowledge and understanding in professional conservation practice
54
6TEAMWORK AND COLLABORATION : Contribute proactively and collaboratively to the work of a team, using online digital resources and blending skills in leadership with awareness of the roles of disciplinary and professional specialisms in building conservation
55
7APPLIED KNOWLEDGE IN CONSERVATION PRACTICE: Apply knowledge of current policy, technical, and ethical frameworks for decision-making in building conservation, taking careful account of stakeholder interests (community, amenity and specialist groups), design principles and economic context
56
8ESSENTIAL CONSERVATION SKILLS: Assess and evaluate traditionally constructed buildings, their materials and performance, and adaptation in repair and retrofitting contexts with awareness of sustainable, long-term outcomes
57
5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
58
i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
59
Learning outcomes for this programme engage students with fundamental aspects of heritage conservation theory, principles and practice, encouraging students to examine different perspectives and challenge their assumptions on how conservation is practised and its role in different contexts - local, national and international. Students are part of a stimulating learning community that will provoke them to critically analyse debates, policy, legislation, ethics, and public engagement in conservation along with their peers, tutors and the professional community. The learning outcomes also engage students in practice-based projects and activities, both assessed and unassessed, which extend their learning further, challenging them to produce work which mirrors standard professional outputs and expectations. Students receive guidance from a tutor with a relevant research specialism to support their work in a dissertation research project which they are developing from the start of the programme. This is an originally framed and independently conducted project to extend their knowledge of particular aspects of heritage conservation, in which they conduct research to deepen their understanding and develop their own interests. Should they choose to participate in our voluntary placement opportunity, or the Department's heritage planning studio, they will extend their knowledge base and skillset even further via direct, hands-on experience with a local heritage conservation practice or organisation.
60
ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
61
These learning outcomes produce a programme that is distinctively vocational and flexible, allowing students to not only deepen their understanding about a range of aspects of heritage conservation theory, policy and practice, but also to develop interests to take their engagement further through supported independent research and study, as well as voluntary placement opportunities. Students are able to guide their own specialisms and tailor the course in ways that most appropriately prepare them for the work place to complement their chosen career pathway or personal interest. This will importantly enable graduates to contribute to public, institutional and individual action and take a critical perspective on current cultural heritage issues, and thus facilitate their involvement in decision-making. Students will write impact assessment reports, and devise presentations for a wide range of built heritage sites, and will work directly with local conservation organisations and practices, learning from their staff through fieldtrips and guest lectures, and contributing directly in the organisational workplace should they choose to participate in our voluntary placement programme. They will graduate from the MA with a series of transferable skills including the handling and management of large and complex bodies of information, project planning and assessment techniques, and communication to professional and public audiences. Students are prepared to make a difference both within the heritage conservation sector and beyond, including local government, business and administration, marketing and public relations, education, the civil service, law and police authorities.
62
iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
63
Students from diverse disciplinary and heritage practice backgrounds are welcomed onto the MA in Conservation Studies (Historic Buildings), and successfully transition with the provision of a wide range of support. Our extensive induction programme in week 1 lays the foundations for understanding the taught PG experience in the Department. A support study group for mature students is provided. At the end of week 1, a full-day Conservation site visit provides an opportunity for the cohort to get to know each other and begin to hone their skills in evaluating conservation needs on a complex, multi-period historic site, guided by experienced professionals. The non-assessed Essential Skills module which runs throughout the Autumn and Spring terms, prepares students for all aspects of M-level research and practice, including understanding larger research and professional expectations (e.g., academic integrity, time management, citation, ethics), preparing them for their ISM (e.g., dissertation conception), and honing specific skillsets (e.g., archiving, imaging), including M-level digital literacy. Specific training on health and safety and risk assessment precedes practicals using hazardous materials and visits to working construction sites. Our PG student handbook, to be launched in 2018, provides a one-stop directory to the department and the PG experience overall. Our extensive internal webpages, our VLE, our mailing lists and use of specific technologies in individual modules (e.g., Google Groups), further connects students and staff. Formative assessment exercises provide students with feedback on their written work and assignment planning. Both report-style and essay assessments are used to cultivate different writing skills and formats. Refresher sessions related to certain skills are also held in the Spring or Summer terms to prepare students for their ISM research. English language training is offered to students whose first language is not English and additional academic writing support for those returning or new to higher education. Most core and options modules combine lecture and seminar or discussion formats to allow input of the theory from lectures to be complemented and discussed in smaller group formats. Core and skills modules progressively challenge students to design and present (orally and visually) projects in groups and individually, developing confidence and competence for the Assessed Lecture (part of the ISM module). Our PGT programmes provide extensive pastoral and academic supervision support across the whole academic year (including summer). We also host a departmental mature students network that convenes at least once per term, on a flexible schedule to accommodate diverse timetables.
64
iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
65
Core modules provide fundamental knowledge of conservation and buildings analysis and intepretation, including the areas of competence required for IHBC recognition (there is no student choice of specialist Options modules). Students also take four mandatory 5-credit skills modules to familiarize them with particular practical aspects of conservation practice, and to complement their in-depth theoretical learning from the 20 credit Core modules. The Essential Skills module runs in parallel with the Core and Skills modules, developing students’ capacities with larger and generic research and professional expectations (e.g., academic integrity, time management, citation, ethics), preparing them for their ISM (e.g., dissertation conception), and honing specific skillsets (e.g., archiving, imaging), including M-level digital literacy. From the start of the Spring term, aspects of the ISM are introduced in non-assessed, formative fashion, including preparation of a research proposal, matching of students with dissertation supervisors, and familiarization with the Assessed Lecture component of the ISM. This then leads students seamlessly into the ISM, where research proposals are confirmed, ethics approved (where necessary), and Assessed Lecture conducted.
66
v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
67
Through the two-term compulsory Essential Skills module, all Masters students are introduced to key concepts in digital literacy, including critical thinking through/with digital technologies, use of core technologies like Google Docs and Word, and key skills including digital archiving and imaging. Student learning is supported through live-streaming of our YOHRS and York Seminar Series on Facebook and YouTube, respectively. Individual core, option and skills modules (e.g. Heritage Protection and Issues in CH Conservation) prioritise technology-enhanced learning through use of Google Groups and experimentation with public-facing communication strategies. Conservation Students engage with qualitative and quantitative methods and bodies of complex data in their dissertation research and are prepared for this with dedicated modules in the Essential Skills sessions and refresher sessions in the summer term.
68
vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employablity objectives should be informed by the University's Employability Strategy:
69
The programme places strong emphasis on employability. Students have entered careers in conservation with organisations ranging from the National Trust, INTACH (India), National Trust (USA), English Heritage, York Civic Trust, local authorities, heritage consultancies and architect practices in the UK, Europe and in India. Students complete a variety of assessed formative and summative work to produce professional-style reports and assessments in formats in common professional use. Field visits engage students in live conservation projects and heritage management programmes on nearby sites where they interact with professional practitioners and consultants. Voluntary placements and participation in the Department's heritage planning studio also give students a chance to broaden their personal experience of the professional heritage sector. Through these, students develop new insights, understanding and skills in conservation practice that are directly relevant to future employment. Upon completing placements, students should have gained experience and knowledge of the implementation of heritage conservation policy and principles in the workplace / conservation sector, under the guidance of experienced professionals; developed an understanding of the contexts in which heritage conservation policy and principles are applied, and of real-world limitations; and developed experience in practical applications, facilitating critical reflection on the theoretical and philosophical issues raised in both core modules. Skills related to employability are also integrated into the Essential Skills module for all taught PG students, including specific Careers-focused and PhD application-focused session. The ISM further engages students in real-world contexts, for example those inwhich they collect data, conduct interviews and create record documentation.
70
vii) Consultation with Careers
The progamme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686)
Please provide details of Careers' comments and your response.
71
Comments from Careers:
"feedback noted the programme is particularly strong in highlighting the training and employability opportunities that it offers graduates and addresses both entry-level and mid-career professionals in this respect. Please see section vi above." (UTC, anonymous)
"you've incorporated the feedback that has been provided by Careers comprehensively, I also feel that the requests for support in the enhancement plans are sensible. When you are ready to explore the enhancements in more detail, you can make your requests via your Careers Consultant, or we can have another catch up, if it would be helpful." (Heather Stout, 24 November 2017)

We have received formal feedback from Careers on our Sense Checks, which has been incorporated into each programme as appropriate. We have received brief email and telephone feedback about early drafts of the PDDs from various Careers staff, which has similarly been incorporated. Our voluntary placements (where offered) have been modified signficantly in 2017 (from formal work placements) as obliged by Tier 4 requirements and university officials, and are the best compromise that could be reached after extensive negotiations to ensure parity and opportunities for international students. Our newly-appointed Employability Officer is liaising with Careers, as well as conducting a module-by-module review of teaching as it relates to employability, a staff survey of careers preparation opportunities for our students, and discussions with Directors of Studies. Our Enhancement Plan details these activities (see Student Work ii) and outlines our request for support in the future.

Our most recent email communications from Careers (29 January 2018) reinforce our confidence in the approach that we've taken here: "The Department is commended on the proposal to map all the employability initiatives across the programmes. This could provide a real opportunity to share good practice and ensure parity. It may also highlight some efficiency gains that could enable further developments. It is also pleasing to see that the department is considering how to provide additional opportunities for those not accessing the placement route – the Careers Service could certainly support the Programme Leaders with this."
72
viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
73
All Masters programmes are directly linked to the Department's research priorities and themes and led by research-active academics. Students are invited to attend both our YOHRS and York Research seminars, which run across terms 1 and 2 and are also live-streamed and accessible online, and 'town' meetings of local conservation bodies such as the York Consortium for Conservation and the York Civic Trust. All teaching and learning content is designed to reflect and signpost the latest research. Most teaching staff are recognised experts in their research and professional fields and use their specialist knowledge to inform their teaching. The Department's Centre for Conservation Studies has an active research group of post-doctoral, faculty and PhD students and the York Conservation Alumni Association organises regular study visits and events designed for students to engage with heritage professionals on current projects.
74
5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
75
On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
76
Successful completion of 2 x 20-credit Core modules, plus 4 x 5-credit Skills modules. No more than 30 credits of failed modules (marks less than 50) and no more than 20 credits of outright fail (marks less than 40). Modules with outright fails must be passed at reassessment for students to be awarded the certificate. Students will have progressed through their two core modules and completed all skills modules to earn this certificate, meaning that their engagement with all PLOs has been fully assessed.
77
On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
78
Successful completion of 100 credits of taught modules, plus a 20-credit ISM extended essay in the summer term. No more than 60 credits of failed modules (marks less than 50) and no more than 40 credits of outright fail (marks less than 40). Modules with outright fails must be passed at reassessment for students to be awarded the diploma. Students will have progressed through their four core modules and a combination of Skills modules, as well as fulfilled an abbreviated version of the ISM module, to earn this diploma, meaning that their engagement with all PLOs has been fully assessed.
79
6. Reference points and programme regulations
80
6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
81
As noted above.
82
6.b. University award regulations
83
The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
84
7. Programme Structure
85
7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
86
Full time structure
87
ModuleAutumn TermSpring Term Summer Term Summer Vacation
88
CodeTitle12345678910123456789101234567891012345678910111213
89
20ARC00014MCore 1: Approaches to ConservationSEA
90
20ARC00015MCore 2: Issues in Cultural Heritage ConservationSAEA
91
20ARC00010MCore 3: Analysing Historic BuildingsSEA
92
20ARC00011MCore 4: Interpreting Historic BuildingsSEA
93
5ARC00063MSkills 1: Practical Building ConservationSEA
94
5ARC00043MSkills 2: Heritage ProtectionSEA
95
5ARC00075MSkills 3: Sustainable Building ConservationSEA
96
5ARC00058MSkills 4: Conservation SolutionsSEA
97
80ISMSSSASEA
98
Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
99
Year 1: Students have some flexibility in the arrangement of their programmes, allowing for family, personal and professional commitments. The ideal models for 2 year and 3 year Masters degrees are outlined below. Students must take 20-credit Core 1 in the Autumn term of Year 1, and Core 2 in Spring term, plus two core 5-credit skills modules in Year 1 (denoted as Skills 1 and Skills 2), one in Autumn, one in Spring.

The ISM begins in Year 1, from the start of the Autumn term, via attendance of some or all of the Essential Skills lectures over the course of the year. In Year 2, students will attend any remaining or missed Essential Skills lectures and refresher sessions, followed by submission of non-assessed dissertation proposal in Week 7 Spring term, supervision allocation by the end of Week 9 Spring term, Assessed Lecture in Week 6 of Summer term, non-assessed ethics applications submitted in Week 7 of Summer term, Dissertation submission in Week 13 of Summer Vacation

NB: Skills 1 should be pursued in either the first or second half of the Autumn term. Skills 2 should be pursued in either the first or second half of the Spring term, as represented in the chart below.
100
CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation