Course outline template - Strathmore University

COURSE OUTLINE
SEPTEMBER 2011

Course Outline Template
The completion of this template should follow the prescribed layout. All sections must be
completed.
Module Code: The code should comprise the School/Centre/Course prefix followed by four
digits, the first for module level and the remaining three for general identification purposes.
Each code should be unique and should not repeat a previously-used one. A module may be
offered at one level only. If the same module is offered at two levels, it will be seen as two
different modules and will require two different codes. Each of these modules will have different
learning outcomes that imply different assessment criteria, guided by the level description, even
when the teaching content is the same.
Module Title: The title should be that adopted in official publications; the title will also appear
on a student’s transcript. In the latter context, it should be noted that only 8 characters can be
accommodated on University transcripts; you may wish to formulate the title accordingly.
Lecturer: List the lecturer(s) involved identifying, where more than one is involved, the module
director/coordinator.
Credit Value/Contact hours: Please observe the University framework for credit/contact hour
allocation. Note in particular the convention that one credit is notionally equivalent to 15 contact
hours of teaching/learning/assessment.
Level: Please observe the University framework for level allocation. Note that level should relate
to learning outcomes appropriate to the stage of a student’s programme.
Pre-requisites: Indicate any prior qualification or experience (e.g. previous modules, or
equivalent) that is required.
Co-requisites: Indicate any co-requisites.
Duration of Module: Indicate the length of the module, e.g. first semester, number of
weeks/days, number of hours, and its starting date in the academic year.

Total Student Study Time: Indicate the anticipated study time, including separate reference to
contact hours, associated private study time and time taken in assessment tasks.
Aims: What are the aims/what is the rationale of the module
Intended Learning Outcomes: These should be written in the form of statements of what
students should have achieved by the end of the module. They should refer to (a) subject-specific
skills; (b) core academic skills; (c) personal and generic skills.
(a) Subject-specific skills: The skills and knowledge that students will have gained by the end of
a module that are specific to that module or to that particular subject. For example, the ability to
demonstrate facts and concepts achieved as a consequence of studying the module. Verbs that
frequently characterise a subject-specific skill can indicate an expected level of achievement,
such as 'recognise', 'demonstrate', 'interpret'.
(b) Core Academic skills: The skills that are central to the particular discipline, where students
demonstrate the use and application of subject-specific skills. They may be the point at which
subject-specific and key skills are brought together. They are often more to do with the
programme as a whole than with the module in particular. They will frequently be characterised
by verbs that indicate the level of achievement that might be expected of a developing graduate,
such as 'apply', 'analyse', 'synthesise', 'judge'.
(c) Personal and Generic skills: The skills that are not specific to the subject, that are generic
and potentially transferable to any discipline or situation. They are more to do with processes
than with outcomes. They may be practised and developed in the context of subject-specific and
core academic skills, and can support learning in the discipline.
It is helpful to number the learning outcome statements so that they can be cross-referenced to
other points in the module template, such as assignments or criteria of assessment.
Note: These skills, and in particular the core academic skills, will frequently relate closely to
subject benchmark statements and to programme specifications.

Learning/Teaching Methods: Describe both the various learning processes and the teaching
methods to be employed and how they are linked to the learning outcomes.
Assignments: Describe all written assignments or other formal work that students will be
expected to submit. Include unmarked and formatively assessed assignments that do not count
towards the end-of-module assessment. An indication of maximum length should be given for
written assignments. Where specific learning outcomes are associated with particular
assignments, identify these, preferably by number.
Assessment: Describe all assessment procedures, relating methods to learning outcomes,
preferably by number. Include reference to the weight that each component will contribute to the
assessment outcome. Include the length or size of any assessed work and the duration of any
examinations. Indicate clearly when during the academic year any formal examinations will be
held.
Syllabus Plan: Please provide a summary of the syllabus plan.
Indicative Basic Reading List: Indicate core texts selected to support the module and an
example of secondary reading.

AN EXAMPLE OF A TEACHING OUTLINE TEMPLATE
MODULE CODE
MODULE
LEVEL
MODULE TITLE
LECTURER(S)
CREDIT
HOURS
VALUE/CONTACT
PRE-REQUISITES
CO-REQUISITES
DURATION OF MODULE
TOTAL STUDENT STUDY TIME
AIMS
INTENDED LEARNING OUTCOMES
Subject-specific skills.
Core academic skills..
Personal and generic skills. .
LEARNING/TEACHING METHODS
ASSIGNMENTS
ASSESSMENT
SYLLABUS PLAN
Day one/Lecture 1/Week1
Day two/Lecture 2/Week2
Day three/Lecture
3/Week3
INDICATIVE BASIC READING LIST