considered appropriate to knowledge and understanding. Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically knowledge and understanding in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise. Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate) Delete and Delete and Delete and replace with a Delete and Delete and replace with a list of replace with replace with list of the assessments replace with a the primary teaching and learning the relevant the relevant considered most relevant list of the core Delete and enter descriptive text relating to broad methods appropriate to cognitive numbered numbered to test cognitive and modules that yet comprehensive expectations for a threshold pass and intellectual skills. programme programme intellectual skills in the have learning in terms of cognitive skills at this level of the level aims. level intended context of this outcomes programme. Delete and replace, If appropriate learning programme. related to (or enter “None”), with a list of outcomes. cognitive and supplementary teaching and intellectual learning methods that may be skills. considered appropriate to cognitive and intellectual skills. Delete and replace with an explanation that describes discusses, how teaching, learning and assessment are aligned to embed specifically cognitive and intellectual skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise. Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate)
considered appropriate to knowledge and understanding. Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically knowledge and understanding in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise. Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate) Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of cognitive skills at this level of the programme. Delete and replace with a list of the primary teaching and learning methods appropriate to cognitive and intellectual skills. Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to cognitive and intellectual skills. Delete and replace with the relevant numbered programme level aims. Delete and replace with the relevant numbered programme level intended learning outcomes. Delete and replace with a list of the assessments considered most relevant to test cognitive and intellectual skills in the context of this programme. Delete and replace with a list of the core modules that have learning outcomes related to cognitive and intellectual skills. Delete and replace with an explanation that describes discusses, how teaching, learning and assessment are aligned to embed specifically cognitive and intellectual skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise. Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate)
FdSc-Forensic-Science-Handbook-2017-18-updated-Feb-2018.docx