A1.2.14 Progression

    1. Programmes should be designed so as to place increasing intellectual demands on students as they progress through the levels, or stages, of study.  Requirements for progression from one stage to the next, including any attendance requirements, must be articulated in the Programme Specification and student handbook. 
    2. Programmes should have a clear structure consisting of compulsory or alternative pathways through the programme, with compulsory and pre-requisite modules to guide students through the levels to the appropriate award.  The pathway choices available must be made clear to students in the Programme Specification and student handbook, and explained to them during induction, particularly in respect of the implications of the selection of particular modules in the early stages of the programme on their potential module options at the higher levels.
    3. Progression regulations must set out the way/s in which students may progress through the programme, and identify the elements that are compulsory and optional.  The requirements for progression to the next stage of a programme (if applicable) must be clearly stated in the programme specification and handbook, and explained to students at the start of the programme.  Students must be given clear information about the effect of passing or failing a module on their eligibility to take other modules and the implications for progression or completion of the programme.  Further information on progression and completion is available in the specific regulations and in the Programme Specifications.
    4. Where the objectives of the programme are such that attendance is compulsory for specific elements, the Programme Specification and Handbook must give details of the attendance requirements to be met by students. 
    5. Any elements that must be passed in order to qualify for professional accreditation must be identified in the programme specification and handbook.
    6. The programme handbook must give details of any formal arrangements designed to monitor students' progress and warn students of possible failure.
    7. Regulations dealing with assessments which do not formally contribute to the recommendation of an award must specify what form the assessment will take and what provision is made for retrieval of initial failure and for the consequences of unretrieved failure.  The University does not require external examiners to be associated with such assessments.
    8. Progression routes must be provided from Foundation Degree programmes to Honours level study.