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Credit Accumulation Regulations

Policy Statement

The School is committed to utilising the Credit Accumulation and Transfer System (CATS) to offer flexible, modular learning. CATS enables students to accumulate and transfer credits across modules and institutions, supporting personalised educational pathways and lifelong learning. This system ensures consistent workload measurement, transparency, and facilitates academic progress, rewarding students for their achievements and efforts.

Principles

Equity: Guaranteeing fair and non-discriminatory practices in the assignment of credits to all students.
Clarity: Providing clear definitions and guidelines surrounding the credit accumulation to avoid ambiguity and misunderstandings.
Recognition: Acknowledging the value of academic achievement and learning outcomes through appropriate credit allocation.
Flexibility: Allowing for varied pathways and learning experiences within the constraints of academic rigour.
Consistency: Maintaining uniform credit allocation policies across all programmes to ensure fairness.
Integrity: Upholding the honesty and accuracy of credit representation on student transcripts.
Transferability: Facilitating the movement within and between institutions through recognisable and standardised credit systems.
Progression: Supporting structured academic advancement that aligns with defined educational benchmarks.
Accountability: Ensuring that all involved parties are responsible for upholding the credit accumulation regulations.
Adaptability: Being responsive to the evolving educational landscape and adjusting credit policies as necessary.
Transparency: Making all regulations accessible for comprehension and adherence by the School community.
Quality Assurance: Committing to regular reviews of the credit accumulation procedures to uphold academic standards.

Regulatory Context

This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:

Authority	Name	Url
UK Government	Higher Education and Research Act 2017 (HERA) A UK legislation that reformed the higher education and research sector, particularly by establishing the Office for Students and UK Research and Innovation.
Office for Students (OfS)	Regulatory framework for higher education in England This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.
Quality Assurance Agency (QAA)	The Quality Code This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.
Quality Assurance Agency (QAA)	Subject Benchmark Statement - Computing It describes the nature and characteristics of awards in computing and what graduates are expected to know, understand and be able to do.
Office for Students (OfS)	Sector-recognised standards The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions.
Quality Assurance Agency (QAA)	Making Use of Credit: A Companion to the Higher Education Credit Framework for England This framework determines the use of credits for courses, measures student workload, facilitates transferability, and ensures eligibility for graduation by reflecting both contact hours and independent study requirements.
Quality Assurance Agency (QAA)	Higher Education Credit Framework for England: Advice on Academic Credit Arrangements This framework for credits assesses course value, evaluates student workload, impacts degree outcomes, supports institutional transfer, and determines graduation eligibility.

Authority

Name

Url

UK Government

Higher Education and Research Act 2017 (HERA)
A UK legislation that reformed the higher education and research sector, particularly by establishing the Office for Students and UK Research and Innovation.

Office for Students (OfS)

Regulatory framework for higher education in England
This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.

Quality Assurance Agency (QAA)

The Quality Code
This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.

Quality Assurance Agency (QAA)

Subject Benchmark Statement - Computing
It describes the nature and characteristics of awards in computing and what graduates are expected to know, understand and be able to do.

Office for Students (OfS)

Sector-recognised standards
The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions.

Quality Assurance Agency (QAA)

Making Use of Credit: A Companion to the Higher Education Credit Framework for England
This framework determines the use of credits for courses, measures student workload, facilitates transferability, and ensures eligibility for graduation by reflecting both contact hours and independent study requirements.

Quality Assurance Agency (QAA)

Higher Education Credit Framework for England: Advice on Academic Credit Arrangements
This framework for credits assesses course value, evaluates student workload, impacts degree outcomes, supports institutional transfer, and determines graduation eligibility.

Credit Accumulation and Transfer System (CATS)

Title
Rule CATS Credits The School uses the Credit Accumulation and Transfer System (CATS) to award credits for successfully completed modules and to determine progression between levels. The School follows the OfS principle that higher education qualifications are awarded based on demonstrated achievements rather than years of study. CATS supports this by using a credit and descriptor-based system to track academic progress and facilitate progression.
Rule 10 Hours per Credit All modules are assigned a CATS credit value, with each credit representing 10 notional learning hours. For example, a 10-credit module requires 100 hours of notional learning. This system ensures that module workloads are standardised, guiding the allocation of teaching methods, activities, and assessments based on the module's credit value.
Definition European Credit Transfer System (ECTS) Two CATS credits are equivalent to one ECTS credit. This equivalence aligns the School’s credit system with the European Credit Transfer and Accumulation System (ECTS), facilitating credit transfer and recognition across European institutions.

Title

Rule
CATS Credits

The School uses the Credit Accumulation and Transfer System (CATS) to award credits for successfully completed modules and to determine progression between levels.

The School follows the OfS principle that higher education qualifications are awarded based on demonstrated achievements rather than years of study. CATS supports this by using a credit and descriptor-based system to track academic progress and facilitate progression.

Rule
10 Hours per Credit

All modules are assigned a CATS credit value, with each credit representing 10 notional learning hours. For example, a 10-credit module requires 100 hours of notional learning.

This system ensures that module workloads are standardised, guiding the allocation of teaching methods, activities, and assessments based on the module's credit value.

Definition
European Credit Transfer System (ECTS)

Two CATS credits are equivalent to one ECTS credit.

This equivalence aligns the School’s credit system with the European Credit Transfer and Accumulation System (ECTS), facilitating credit transfer and recognition across European institutions.

Programme Credit Requirements

Title

Rule
Programmes Credits based on OfS Sector-Recognised Standards

Programmes at the School adhere to the credit values set by the OfS sector-recognised standards, as integrated into the School's Programme Approval Rules within the Automated Governance System (AGS):

Award	Level	Required number of credits
Taught masters’ degrees e.g. MSc	7	180 (150 at Level 7)
Postgraduate diplomas		120 (90 at Level 7)
Postgraduate certificates		60 (40 at Level 7)
Bachelors’ degrees with honours e.g. BSc Hons	6	360 (90 at Level 6)
Bachelors’ degrees		300 (60 at Level 6)
Graduate diplomas		80 (80 at Level 6)
Graduate certificates		40 (40 at Level 6)
Diplomas of Higher Education (DipHE)	5	240 (90 at Level 5)
Certificates of Higher Education (CertHE)	4	120 (90 at Level 4)

This ensures that all programmes meet the required credit values and standards, maintaining consistency and compliance with sector guidelines.

School Module Offerings

Title
Advice Unit of Delivery The School provides a balanced range of modules across levels, each with a specific CATS credit value, learning outcomes, and summative assessments, to help students achieve the necessary credits for their awards. Modules are standalone units of learning that contribute to the credits required for awards. Programmes utilise these modules to ensure students can earn the credits needed for their qualifications.
Rule Module Approval Modules delivered in the School’s programmes must be at Level 4, 5, 6, or 7 according to OfS sector-recognised standards and must adhere to module approval rules before approval. These rules include: Appropriate Description Correct FHEQ Level Defined Learning Outcomes Accurate Credit Value and Workload Relevant IKG Concepts Alignment of IKG Concepts with Learning Outcomes Current Material Well-Designed Components Suitable School Teaching System Effective Summative Assessment Formats Proper Formative Assessment Relevant References Independent Expert Academic Approval These criteria ensure that modules are well-defined, academically rigorous, and aligned with sector standards, thus supporting effective learning and assessment.
Rule Module Dependencies Modules may be linked, requiring a prerequisite module to be passed before enrolling and/or taking an assessment in the subsequent module. This ensures proper progression and understanding, as prerequisite modules provide essential knowledge and skills needed for the linked modules.
Rule Module Assessments Modules are generally assessed within the same semester they are delivered, with the exception of Final Project Modules. To progress and earn credits, students must demonstrate the required level of achievement in summative assessments, based on the module’s learning outcomes and the School’s assessment criteria. All marks are provisional until ratified by the Module Examination Board. Summative assessments remain consistent across all programmes. Partial credits for a module are not awarded. This approach ensures timely assessment and consistency in evaluating student performance, while maintaining rigorous standards for module completion. The ratification process by the Module Examination Board guarantees accuracy and fairness in grading.

Title

Advice
Unit of Delivery

The School provides a balanced range of modules across levels, each with a specific CATS credit value, learning outcomes, and summative assessments, to help students achieve the necessary credits for their awards.

Modules are standalone units of learning that contribute to the credits required for awards. Programmes utilise these modules to ensure students can earn the credits needed for their qualifications.

Rule
Module Approval

Modules delivered in the School’s programmes must be at Level 4, 5, 6, or 7 according to OfS sector-recognised standards and must adhere to module approval rules before approval. These rules include:

Appropriate Description
Correct FHEQ Level
Defined Learning Outcomes
Accurate Credit Value and Workload
Relevant IKG Concepts
Alignment of IKG Concepts with Learning Outcomes
Current Material
Well-Designed Components
Suitable School Teaching System
Effective Summative Assessment Formats
Proper Formative Assessment
Relevant References
Independent Expert Academic Approval

These criteria ensure that modules are well-defined, academically rigorous, and aligned with sector standards, thus supporting effective learning and assessment.

Rule
Module Dependencies

Modules may be linked, requiring a prerequisite module to be passed before enrolling and/or taking an assessment in the subsequent module.

This ensures proper progression and understanding, as prerequisite modules provide essential knowledge and skills needed for the linked modules.

Rule
Module Assessments

Modules are generally assessed within the same semester they are delivered, with the exception of Final Project Modules. To progress and earn credits, students must demonstrate the required level of achievement in summative assessments, based on the module’s learning outcomes and the School’s assessment criteria. All marks are provisional until ratified by the Module Examination Board. Summative assessments remain consistent across all programmes. Partial credits for a module are not awarded.

This approach ensures timely assessment and consistency in evaluating student performance, while maintaining rigorous standards for module completion. The ratification process by the Module Examination Board guarantees accuracy and fairness in grading.

Credit Distribution for Modules

Title

Rule
Credits Allocated Based on Teaching System

The School allocates credits and designs learning and teaching activities for each module based on its subject matter, guided by its learning and teaching strategy:

Research (30 and 60 Credits): Research-based modules with one-to-one supervision, suitable for final projects.
Professional (15-30 Credits): Focuses on key professional concepts, ethics, and skills such as leadership and organisational abilities.
Technical (15-30 Credits): Hands-on technical skills training.
Foundational (15-30 Credits): Emphasises understanding concepts with minimal technical skills.
Seminars (15-30 Credits): Covers topical issues and includes research presentations and analytical reviews, enhancing problem-solving, time-management, and communication skills.

This approach ensures that the teaching methods and credit allocation are tailored to the specific content and requirements of each module, enhancing the quality of the academic experience for students.

Rule
Multiples of 15 Credits

The number of credits allocated for each teaching system and module must be 15-30 credits.

The only exceptions to this are:

Award	Module
Postgraduate	Final Project Module (60 credits at Level 7)
Undergraduate	Final Project Module (30 credits at Level 6)

Final Project Modules

Title

Rule
Core Final Project Modules

The School requires Final Project Modules for some undergraduate and postgraduate programmes.

Final Project Modules are mandatory for the following qualifications:

Award	Level	Module
Taught masters’ degrees e.g. MSc	7	Final Project Module (60 credits at Level 7)
Bachelors’ degrees with honours e.g. BSc Hons	6	Final Project Module (30 credits at Level 6)

These core modules allow students to demonstrate autonomy by defining and addressing research questions using appropriate techniques and methods, thereby showcasing their skills and knowledge.

Rule
Timelines

The applicable timelines are as follows:

Award	Level	Module
Postgraduate	7	Students can register for the Masters Final Project module after having completed at least 60 credits in other modules on their programme.
Undergraduate	6	The Final Project Module is available at Level 6.

This ensures that students have achieved a sufficient level of learning and are prepared for the comprehensive work required in their final projects.

Modules in Programmes

Title
Rule Common Modules Modules may be delivered across multiple undergraduate and postgraduate programmes. The learning, teaching, summative assessments, and credits for the module will be consistent across all programmes. This ensures uniformity in module delivery and assessment, maintaining consistent academic standards regardless of the programme in which the module is taught.
Rule Optional and Core Modules The classification of modules as core or optional depends on the programme's title and discipline, and this is detailed in the programme specification. This ensures clarity in programme documentation, outlining which modules are essential or elective based on the programme's focus and requirements.
Advice Optional Modules Students may choose optional modules to expand their understanding of their programme discipline. Optional modules allow students to explore additional topics and deepen their knowledge within their field of study.
Rule Must Pass a Core Module Students must pass core modules to receive the award on their programme. if they do not, the Programme Examination Board may grant an exit award if the student meets the relevant credit and descriptor requirements and the programme specification allows it. This ensures that essential modules are completed to qualify for the main award while allowing flexibility for students who meet credit and descriptor criteria but do not complete core modules.
Rule Qualification Descriptors The regulations define the number of credits needed for each award at specific levels, including exit awards. These regulations ensure that students meet the required credit thresholds for achieving awards at different levels.

Title

Rule
Common Modules

Modules may be delivered across multiple undergraduate and postgraduate programmes. The learning, teaching, summative assessments, and credits for the module will be consistent across all programmes.

This ensures uniformity in module delivery and assessment, maintaining consistent academic standards regardless of the programme in which the module is taught.

Rule
Optional and Core Modules

The classification of modules as core or optional depends on the programme's title and discipline, and this is detailed in the programme specification.

This ensures clarity in programme documentation, outlining which modules are essential or elective based on the programme's focus and requirements.

Advice
Optional Modules

Students may choose optional modules to expand their understanding of their programme discipline.

Optional modules allow students to explore additional topics and deepen their knowledge within their field of study.

Rule
Must Pass a Core Module

Students must pass core modules to receive the award on their programme. if they do not, the Programme Examination Board may grant an exit award if the student meets the relevant credit and descriptor requirements and the programme specification allows it.

This ensures that essential modules are completed to qualify for the main award while allowing flexibility for students who meet credit and descriptor criteria but do not complete core modules.

Rule
Qualification Descriptors

The regulations define the number of credits needed for each award at specific levels, including exit awards.

These regulations ensure that students meet the required credit thresholds for achieving awards at different levels.

Credit Awarding Procedures

Title
Rule Credits Based on Achievement as Opposed to Time The School follows the OfS principle that higher education qualifications are awarded based on demonstrated achievement of outcomes, not years of study. This is assessed through the School's assessment boards and is also crucial for progression. The Credit Accumulation and Transfer System (CATS) and notional hours are used for this purpose. This approach ensures qualifications reflect actual learning outcomes, supports fair progression, and uses standardised measures like CATS and notional hours to assess achievement.
Rule Successful Summative Assessment CATS credits for a module are awarded only when the learning outcomes are met through successful summative assessments, with marks approved by the School's examination boards according to its Academic Regulations. This ensures that credits accurately reflect students' achievement of learning outcomes and adhere to the School's academic standards.
Rule No Partial Credit A student either receives the full CATS credit for a module or none at all. Partial credits are not awarded. This approach ensures clarity and consistency in credit allocation, maintaining rigorous academic standards.
Rule Recognition of Prior Learning (RPL) and Experience (RPE) Applicants can seek Recognition of Prior Learning (RPL) and Experience (RPE) for the following purposes, including credits: Entry Criteria: to meet programme entry requirements through prior learning or experience. Module Exemption: to avoid a core module based on prior learning or experience. Credit Award: to gain CATS credits towards a module based on prior learning. This ensures that applicants can leverage their previous knowledge and experience to fulfil entry conditions, avoid redundant modules, or earn credits, streamlining their academic journey.

Title

Rule
Credits Based on Achievement as Opposed to Time

The School follows the OfS principle that higher education qualifications are awarded based on demonstrated achievement of outcomes, not years of study. This is assessed through the School's assessment boards and is also crucial for progression. The Credit Accumulation and Transfer System (CATS) and notional hours are used for this purpose.

This approach ensures qualifications reflect actual learning outcomes, supports fair progression, and uses standardised measures like CATS and notional hours to assess achievement.

Rule
Successful Summative Assessment

CATS credits for a module are awarded only when the learning outcomes are met through successful summative assessments, with marks approved by the School's examination boards according to its Academic Regulations.

This ensures that credits accurately reflect students' achievement of learning outcomes and adhere to the School's academic standards.

Rule
No Partial Credit

A student either receives the full CATS credit for a module or none at all. Partial credits are not awarded.

This approach ensures clarity and consistency in credit allocation, maintaining rigorous academic standards.

Rule
Recognition of Prior Learning (RPL) and Experience (RPE)

Applicants can seek Recognition of Prior Learning (RPL) and Experience (RPE) for the following purposes, including credits:

Entry Criteria: to meet programme entry requirements through prior learning or experience.
Module Exemption: to avoid a core module based on prior learning or experience.
Credit Award: to gain CATS credits towards a module based on prior learning.

This ensures that applicants can leverage their previous knowledge and experience to fulfil entry conditions, avoid redundant modules, or earn credits, streamlining their academic journey.

Academic Year Schedule

Title

Advice
Academic Year

The School’s academic year is divided into three semesters, each lasting four months:

1 February to 31 May
1 June to 30 September
1 October to 31 January

For full-time, part-time, and accelerated blended programmes, the registration and maximum period of registration (MPR) start on:

1 February
1 June
1 October

Students on a flexible-online programme may start at any time during the year. The Admissions Team will advise them on their registration date for determining the maximum registration period (MRP).

This structure ensures clear scheduling and registration timelines for different programme types, supporting effective academic planning and registration management.

Rule
Modes of Study and Credits

The number of credits that students can do on each mode of study in each academic year are:

	Full-time Blended Learning	Part-time Blended Learning	Accelerated Blended Learning	Flexible Online Learning
Undergraduate	Up to 60 credits per semester across 2-semesters	Up to 30 credits per semester across 2 semesters	Up to 60 credits per semester across 3 semesters	Up to 60 credits per semester across 2 semesters
Postgraduate	Up to 60 credits per semester across 3-semesters	Up to 30 credits per semester across 3 semesters	X	Up to 60 credits per semester across 3 semesters

This is subject to the Module, Progression, and Award Regulations on multi-level programmes, which allow up to 20 extra credits to be taken from one level to another if a student is required to retake a module.

This ensures that credit loads are appropriate and manageable according to the study mode, facilitating a balanced academic workload.

Rule
Excess Credits

Students may be allowed to enrol in more credits than normally specified for a semester, in accordance with the Assessment Regulations.

This provision accommodates exceptional circumstances where additional credits can be undertaken, as guided by the Assessment Regulations.

Rule
Module Delivery

All modules at the School are delivered within a single semester, except Final Project Modules, which may extend over more than one semester depending on the mode of study.

This ensures standardisation for most modules while allowing flexibility for extensive projects that require additional time.

Rule
Maximum Periods of Registration

Students must adhere to the maximum periods of registration as specified in the Student Admission and Registration Regulations.

This ensures that students complete their studies within the prescribed timeframes, maintaining programme integrity

Metrics and KPIs

The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations.

Title
Credit Accumulation Rate Measure the average number of credits accumulated by students per academic year. Target: Ensure that the average number of credits accumulated by students is at least 120 credits per year. This KPI tracks whether students are accumulating the expected number of credits, which reflects the effectiveness of the credit system in facilitating student progression and ensuring that students are on track to meet their programme requirements.
Module Completion Rate Track the percentage of students who successfully complete modules with the awarded credits as per their registration. Target: 85% of students to complete their registered modules with full credit each academic year. Monitoring completion rates ensures that the CATS system effectively supports student progression. A high completion rate indicates that the system is functioning well and students are meeting their academic goals.
Success Rate in Meeting Credit Requirements for Graduation Track the percentage of students who meet the credit requirements for graduation within the standard timeframe. Target: Ensure that 90% of students meet the credit requirements for graduation within the expected programme duration. This KPI measures the effectiveness of the credit system in supporting students to meet graduation requirements. A high success rate indicates that the system is well-designed to facilitate timely completion of academic programmes.

Title

Credit Accumulation Rate
Measure the average number of credits accumulated by students per academic year. Target: Ensure that the average number of credits accumulated by students is at least 120 credits per year.
This KPI tracks whether students are accumulating the expected number of credits, which reflects the effectiveness of the credit system in facilitating student progression and ensuring that students are on track to meet their programme requirements.

Module Completion Rate
Track the percentage of students who successfully complete modules with the awarded credits as per their registration. Target: 85% of students to complete their registered modules with full credit each academic year.
Monitoring completion rates ensures that the CATS system effectively supports student progression. A high completion rate indicates that the system is functioning well and students are meeting their academic goals.

Success Rate in Meeting Credit Requirements for Graduation
Track the percentage of students who meet the credit requirements for graduation within the standard timeframe. Target: Ensure that 90% of students meet the credit requirements for graduation within the expected programme duration.
This KPI measures the effectiveness of the credit system in supporting students to meet graduation requirements. A high success rate indicates that the system is well-designed to facilitate timely completion of academic programmes.