RAVENSBOURNE REGULATIONS FOR THE ASSESSMENT FOR TAUGHT

DEGREES

1. Scope

The UK Quality Code Chapter B6 asserts that Higher Education providers operate
equitable, valid and reliable processes of assessment, including for the recognition of
prior learning, which enable every student to demonstrate the extent to which they
have achieved the intended learning outcomes for the credit or qualification being
sought.

These regulations prescribe general requirements for:

Credit
Progression
Assessment
Classification
Certification

The regulations are approved by the Academic Board on an annual basis, and may
be varied for exceptional reasons with the approval of the Academic Board. The
regulations apply to all awards at Levels 4, 5, 6 and 7 of the Framework for Higher
Education Qualifications (FHEQ see appendix two), and to all modes of study.
An award may be made to a student who registers for and completes a course
approved by the Academic Board, within the length of the course which is
determined at validation, to the standard prescribed by these regulations and by
completion of the assessments described in the assessment strategy for the course.

To qualify for the certificate or transcript for an award, a student must have met the
requirements for an award, paid the fees and other charges prescribed by the Board
of Governors, and demonstrate compliance with all academic and disciplinary
regulations or codes of conduct adopted by the institution.

2. Ravensbourne Approved Awards

The Academic Board approves the list of awards which are delivered by the
institution.
The list is reviewed periodically and awards may be added or removed with the
approval of the Board. The full list of awards for the academic year to which these
regulations apply appears in Appendix One.

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 3. Credit Framework and Level of Awards

All of the approved awards and their constituent units must be assigned to a level of
study corresponding to the Framework for Higher Education Qualifications (part of
Section A of the UK Quality Code) and must have an amount of credit to be
completed for the award.
The amount of credit required for each of Ravensbourne awards is specified in the
list of awards (appendix one). The undergraduate awards are also defined by the
minimum amount of credit required as follows:

Award title FHEQ Level CATS (Credit) Points

Certificate of HE 4 120
Diploma of HE 5 240, of which at least 120 must be at Level 5
5
Foundation Degree 240, of which at least 120 must be at Level 5
Bachelor’s Degree 6 300, of which at least 60 must be at Level 6
Bachelor’s Degree with
6 360, of which at least 120 must be at Level 6
Honours

All of the courses use the Credit Accumulation and Transfer System (CATS) which is
based on the achievement of learning outcomes and a notional ten hours of learning
per credit. Learning in this context includes formal contact, guided study, work
based learning, assessment, independent study and the independent use of learning
resources.
Ravensbourne assigns a credit value to each unit of a course based on the 30 credit
unit as the standard. Other permitted unit credit values are; 15, 45, 60, the latter is
normally only used at Levels 6 and 7.

Credit may be awarded to students who demonstrate that they have achieved the
learning outcomes specified for a course or unit. An award may be made to a
student who demonstrates that they have accumulated the credit required for the
award.

4. Titles of awards
The subject title of an award will be defined as part of the approval process. All
awards for a course (including lower exit awards) will take the same subject titles.
. The named award is the full name of the degree on which a student is enrolled.
CertHE, DipHE, Bachelor’s degrees (‘Ordinary degrees’), Postgraduate Certificates
and Postgraduate Diplomas are unclassified. Foundation degrees shall be classified
Distinction; Merit; and Pass. Bachelor’s degrees with honours shall be classified 1
(‘First class’); 2.1 (‘Upper Second Class’); 2.2 (‘Lower Second Class’); 3 (Third
Class). Master’s degrees may be awarded with distinction.

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 5. Duration of study

The maximum periods during which students may be registered for taught awards at
Ravensbourne are as follows (this includes any periods of deferral of studies,
suspension or other absence):

Normal length
FT (PT)
Award title Maximum FT (PT) academic years
(academic
years)
Certificate of HE 1 (2) 2 (3) years
Diploma of HE 2 (4)
4 (5) years
Foundation Degree 2 (4)
4 (5) years
Bachelor’s Degree with or 3 (6)
without Honours 6 (8) years
Postgraduate Certificate 6 months 1 (2) years
Postgraduate Diploma 6 months
1 (3) years
Master’s Degree 1.3 (2.6)
2.6 (4) years

MFA, MInnov, MArch 2 (4) 4 (6)

Maximum registration periods for students admitted with advanced standing or for
students whose mode of attendance changes during the registration period will be
calculated pro rata.
On completion of their course, or at the point they withdraw, or when they reach the
maximum registration period permitted, students will receive the award for the
highest qualification they have obtained.
.
6. Marking and Moderation

Marking and moderation will be carried out according to the Assessment and
Feedback Policy.
All assessed student work is marked in grades. Each grade is related to a
percentage value for the calculation of overall unit grades where there are more than
one assessment item and for use in the classification algorithm.

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 Marking Scheme
Grade Classifications Mark Algorithm point Marking intervals
Bands Bands (Percentage
Grade Points)

A First 70 -100 100

Outstanding 90 High A+ 90 - 100
80 Medium A 80 - 89
74 Low A- 70 - 79

B Upper Second 60 – 69 68 High B+ 67 - 69

Very Good 65 Medium B 64 - 66
62 Low B- 60 - 63

C Lower Second 50 – 59 58 High C+ 57- 59

Good 55 Medium C 54 - 56
52 Low C- 50 - 53

D Third 40 – 49 48 High D+ 47- 49

Satisfactory 45 Medium D 44 - 46
42 Low D- 41 - 43
Bare pass 40 40 Pass PASS 40
Marginal
E Marginal Fail 35 – 39 38 Fail E 35 - 39

F Fail 30 Fail F+

NS 0 Non submission

For units with more than one assessment item the grades for unit assessment
elements shall be combined according to the validated assessment strategy for the
unit. If any assessment item does not receive a grade of D- or above then the
student will have the opportunity to retrieve that grade (see para 8)
Units with one assessment item will have the grade for that item recorded as the
overall unit grade. Students with a failing grade will have the opportunity to retrieve
that grade (see para 8)
For all courses, all assessment item and unit marks will be calculated to one decimal
point; the overall degree mark will then be calculated to two decimal points. All marks
will be rounded to integers (whole numbers) for display in assessment board reports
and transcripts (the standard rounding rule applies – that is, 0.5 or above rounds up
and 0.4 or lower rounds down).

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 7. Progression

An Assessment Board will allow a student to progress and enrol for the next stage if
s/he:
a) is making satisfactory academic progress, as set out in the regulations;
b) has the prospect of gaining an award by continuing to follow his or her current
award, or an alternative award;
c) is not under sanctions for being in tuition fee debt to Ravensbourne;
d) is not excluded from the Ravensbourne for any reason.

Where an award has defined stages a student who has achieved passing marks in
all units and therefore accumulated the amount of credit required for an award may
progress to the next stage.
Students are not permitted to trail failed or incomplete units other than within and at
the end of stages 1 and 2. In exceptional circumstances, a student may be permitted
to trail one 30-credit unit from stage 1 into stage 2, and from stage 2 into stage 3.
The trailed unit must be completed within the first term of the academic year. If the
student fails the assessment of the trailed unit s/he will be withdrawn from their
course.
. For undergraduate award there are normally three stages, aligned with credit level
and corresponding to the year of study.
.
Undergraduate
Stage (Year) Level Award
1 4 CertHE (as exit award)

DipHE(as exit award) / Foundation

2 5
Degree

Bachelor’s degree / Bachelor’s degree

3 6
with honours

8. Retrieval following failure of a unit or stage.

Students who have been awarded a failing grade for a unit may be offered the
opportunity to retrieve that failure at a time to be determined by the Assessment
Board. For the first retrieval attempt this will normally be as follows:
● Undergraduate courses: in the following term for failure in terms one and two
during the summer vacation for term three.
● Postgraduate courses: as soon as is practicable following the decision of the
Assessment Board.
Where an Assessment Board has determined that a unit has been failed, a student
shall be referred only in relation to the assessment item(s) s/he has failed within that
unit

Students who pass the unit following the first retrieval will be awarded the minimum
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pass grade for that unit.
Every assessment element must have an appropriate reassessment strategy. If a
student is unable (eg through disability or injury) to be assessed by the normal
methods specified, they will be set an alternative mode of assessment. This may
also apply to assessments of the type which require access to specialist resources,
access to group working or other particular circumstances which may not be
available to the time of the retrieval.

Where an assessment board determines that an assessment element has failed as a

result of non-submission on both the first and second (referred) attempt, no further
opportunity to retrieve the work will be offered and the student’s studies will be
terminated.
Students who have not reached the required standard following their first retrieval
will be offered a second retrieval final attempt at a time to be determined by the
Assessment Board. For undergraduate courses at Stage 1 and Stage 2, if that
retrieval opportunity cannot be completed before the commencement of the next
stage of the course and the student has 30 credits or less outstanding, the student
can progress without prejudice into the next stage. In such cases, the student’s
continuing progression in that stage will be subject to the successful completion of
the outstanding unit(s) by a third and final retrieval attempt, which may be retaken
without attendance.
Students with more than 30 credits outstanding will not be allowed to progress to the
next stage of their course and may be offered the opportunity to repeat the
outstanding units in the next academic year prior to advancing to the next stage.
Repeat units may be offered once only and the units will be capped the minimum
pass grade for the award.
In every case the latest assessed mark will be the mark which is recorded as the
final mark. If a student receives a lower failing mark than at their original attempt
after all retrieval attempts have been made, it is the later (lower) mark which will be
recorded as their final mark.
Once a student has passed a unit, they cannot be reassessed in that unit. No
student may re-take the whole or part of the assessment for any unit that he or she
has passed in an attempt to improve the mark obtained. Students may not retake
units or assessment elements to improve marks.
Ravensbourne will set institutional deadlines for the submission of retrieval work.

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9. Classification
An Assessment Board may not determine an award where less than 120 credits at
the highest level required for the award have been assessed by Ravensbourne.
In the case of a Foundation degree, the award shall be classified using all the credit
achieved at Level 5 as follows (weighted averages for classification will be presented
as whole numbers):

Weighted average of all credit at

Class
Level 5
Distinction A
Merit B
Pass D

In the case of a Bachelor’s degree with honours, Ravensbourne will assess all credit
at stages 2 and 3 (Levels 5 and 6), taking the best 30 credits from stage 2 and the
best 90 credits from stage 3. Weighted averages for classification will be presented
as whole numbers.
Weighted average of 30 credits from
Class
Level 5 and 90 credits from Level 6
1 A
2.1 B
2.2 C
3 D

For the award of MA, MSc and MDes, a distinction may be awarded in respect
of a Master’s degree where the dissertation/project has been awarded a grade
of A- or more, and the weighted average mark of the other units is B or more.
For the award of the MArch the classification will only take into account units at
Level 7. The calculation will use a weight average of year one and year two
units in the ration 25%/75%.
The classification will be awarded as follows:

Weighted average of 25% of the credits

Class
from Year 1 and 75%of the credits from
Year 2
Distinction 70% or over and a mark
of 60% or above for the
Design Thesis (90
credits)
Merit 60-69%
Pass 40-59%

Assessment boards may exceptionally award an Aegrotat degree where the student
has died or is unable to complete their studies through severe and/or permanent
illness or disablement. Aegrotat degrees are unclassified.
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Students are not permitted to take additional units in an attempt to improve their
class of award.
The classification of a student’s award is determined at the point where that student
becomes eligible for the award, and no units may later be substituted with the
intention of changing the award title or improving the class of award.

10. Extenuating circumstances

Any student whose assessment is significantly affected by unforeseen

circumstances beyond their control, may make an application under the Extenuating
Circumstances Policy. The outcome of an application for Extenuating Circumstances
will be ratified at an Assessment Board.

11. Academic Misconduct

Students attempting to gain credit for work that is not their own, either unknowingly
or in an attempt to mislead, will be dealt with under the Academic Misconduct Policy.

12. Recognition of Prior Learning (RPL) and Entry with Advanced Standing
RPL is the process in relation to prior learning applicable to two widely recognised
forms: prior experiential (or informal) learning and prior certificated learning.
Recognition is given through the award of credit and must be learning which is at the
same level as the programme being undertaken, as defined within the relevant
national higher education qualifications framework. RPL will be applied through the
Recognition of Prior Learning Policy.
Entry with advanced standing may be to Stage 2 or Stage 3 of an undergraduate
award.
Where a student enters with advanced standing but s/he has not taken 120 credits in
the penultimate stage, the calculated Honours classification will be based on the
average of the marks attained in 90 credits at the final stage, which must include the
Honours project or equivalent. Whilst the award mark will be based on the best 90
credits at stage 3, this does not affect the requirement for 120 credits to have been
passed at every stage including stage 3.
Assessments taken outside Ravensbourne do not count towards final degree
classification. This applies to students who:
i) undertake an ERASMUS or other international exchange during any part of their
penultimate year such that they have not undertaken 120 Ravensbourne -validated
credits;
ii) have entered their award with advanced standing through accreditation of prior
learning and have not taken 120 Ravensbourne -validated credits in the penultimate
year;
iii) undertake Ravensbourne-sanctioned activities in their penultimate year which do
not form part of a validated Ravensbourne award such that they have not completed
120 Ravensbourne -validated credits in the penultimate year.

Students who meet the above criteria will be assessed wholly on their final year as
follows:
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i) Students must have achieved a pass in all 120 stage 3 credits in order to
complete their degree
ii) The honours classification will be based on the average of the marks attained in
90 credits from 120
13 Assessment Boards General

Each unit and course shall have a designated external examiner. The Academic
Board shall determine the powers and responsibilities of external examiners, and no
award of Ravensbourne may be made without the proper involvement of an external
examiner.
External Examiners are nominated and appointed under the External Examiners
Policy.

In each School, Deans and Associate Deans are responsible for ensuring that
assessments have been assessed according to these Regulations. Associate Deans
are responsible to Deans for ensuring that unit marks submitted to Assessment
Boards are accurate, and have been determined according to these Regulations.
An Assessment Board is responsible for determining decisions on progression and
classification on the basis of the marks provided.
In exceptional cases an Assessment Board may recommend suspension of
regulations to allow a student to continue with their studies. Such cases will be
agreed by the Chair of the Assessment Board and will be reported to the
Assessment Board at its next meeting. Suspension of regulations in an individual
case does not create a general precedent.
Assessment Boards shall meet at least once per stage of study and shall be held at
Departmental or School level.

Assessment Boards: Membership and Terms of Reference

Membership
i) Dean (Chair) (A Dean may delegate another member of staff as Chair; in such
cases the Dean remains responsible for the proper conduct of the Board.)
ii) Associate Deans
iii) External Examiner(s) for all subjects
v) Registrar’s representative
vi) Course Leaders or senior academic as nominee, approved by the Associate
Deans.

Names of members shall be provided to the Assistant Registrar – Admissions and

Assessment at least two weeks before boards meet. The decisions of Assessment
Boards shall be recorded in a form determined by the Registrar.
Attendees may participate remotely at an Assessment Board

Terms of Reference

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i) To confirm that Ravensbourne’s regulations have been applied consistently and
fairly for all students.

ii) To determine whether students shall progress in the courses for which they are
registered.

iii) To determine retrieval arrangements for students who fail Units.

iv) To determine each student’s award and classification according to these
Regulations.
v) To determine interim awards for students who do not meet the requirements of
their award aim.
vi) To receive preliminary comments from external examiners.

vii) To apply relevant professional, statutory or regulatory body requirements.

The quorum for Assessment Boards is half the membership, including the nominated
Chair, the Registrar’s representative and at least one external examiner. Where an
Assessment Board meets without a quorum, the results are provisional until the next
quorate meeting.
Reconvened Assessment Boards

The quorum for Reconvened Assessment Boards shall be the Chair, Associate Dean
or nominee(s), and the Registrar’s representative. Associate Dean or nominee(s) will
consult with other staff involved in assessment and represent their views to the
Board.
External examiners are not expected to attend Reconvened Assessment Boards,
delegating their authority to the Board. They may be consulted regarding any
contentious cases or final award candidates.

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 Appendix One
Awards with qualification descriptors

Qualification UK Credit Length of Descriptor Minimum Typical entry

(FHEQ value Study qualifications
Level) (ECTS) Full-time or
(Part-time)
MA 180 (90) 1 year (2.5 Master's degrees are awarded to students who have BA (Hons) at 2:1 or above
Masters of yrs) demonstrated:
Arts a systematic understanding of knowledge, and a critical
(7) awareness of current problems and/or new insights, much of
MSc 180 (90) 1 year (2.5 which is at, or informed by, the forefront of their academic BSc (Hons) at 2:1 or above
Master of yrs) discipline, field of study or area of professional practice Applications from candidates with
Science a comprehensive understanding of techniques applicable to a BA may be considered for
(7) their own research or advanced scholarship l admission to an MSc provided
originality in the application of knowledge, together with a such candidates can demonstrate
practical understanding of how established techniques of that they have the necessary
research and enquiry are used to create and interpret scientific or technical background
knowledge in the discipline l to undertake an MSc. For instance:
conceptual understanding that enables the student: - to
evaluate critically current research and advanced scholarship • the candidate is a practitioner
in the discipline - to evaluate methodologies and develop working in the discipline or a
critiques of them and, where appropriate, to propose new cognate area with 2 to 3 years
hypotheses. in a technological role with
significant responsibility
Typically, holders of the qualification will be able to: • the candidate’s portfolio of
deal with complex issues both systematically and creatively, creative work or showreel
make sound judgements in the absence of complete data, and demonstrates that she or he
communicate their conclusions clearly to specialist and non- possesses the requisite
specialist audiences demonstrate self-direction and originality scientific or technical
in tackling and solving problems, and act autonomously in knowledge and competence
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 planning and implementing tasks at a professional or to undertake an MSc or the
equivalent level candidate can demonstrate
continue to advance their knowledge and understanding, and this through provided
to develop new skills to a high level. exemplars of work
the candidate can
And holders will have: demonstrate that he or she has
the qualities and transferable skills necessary for employment acquired the necessary knowledge
requiring: - the exercise of initiative and personal responsibility and skills relevant to the focus of
- decision-making in complex and unpredictable situations - the MSc through engagement in
the independent learning ability required for continuing continuing professional
professional development. development (CPD) or short
courses
Much of the study undertaken for master's degrees is at, or
informed by, the forefront of an academic or professional
discipline. Successful students show originality in the
application of knowledge, and they understand how the
boundaries of knowledge are advanced through research.
They are able to deal with complex issues both systematically
and creatively, and they show originality in tackling and
solving problems. They have the qualities needed for
employment in circumstances requiring sound judgement,
personal responsibility and initiative in complex and
unpredictable professional environments
MFA 360 (180) 2 years In addition to meeting the qualification descriptor for masters Successful completion of the
Master of (4yrs) awards, Master of Fine Arts students are expected to MA/MSc units
Fine Arts concentrate on the more rounded or professional realisation of
(7) their creative practice or to generate new creative thinking or
learning from the extended period of advanced creative
practice afforded by the course. Students pursuing this award
will be expected to develop and deliver tangible evidence to
support the success of their approach in terms of the
realisation of their project or its contribution to the generation
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 of new perspectives, methodologies or learning.
MInnov 360 (180) 2 years In addition to meeting the qualification descriptor for masters Successful completion of the
Master of (4yrs) awards, Master of Innovation students are expected to MA/MSc units
Innovation combine a more rounded and professional realisation of their
(7) practical project with the practical incubation of its enterprise
potential or the commercialisation of its intellectual property.
Students pursuing this award will be expected to develop and
deliver tangible evidence to support the viability of their
strategies and plans to develop and realise the market
potential of their practical work
MDes 180 (90) 1 year (2 In addition to meeting the qualification descriptor for masters an applicant’s prior academic
Master of yrs) awards, students on the MDes award will be expected to achievement/qualifications and/or
Design broaden their understanding of innovation and design as a previous employment/life
(7) collaborative interdisciplinary process. experience
And holders will have knowledge and skills for delivering assessment of the applicant’s
strategic service design projects within the creative industries, ability and aptitude to succeed on
IT industry and the public sector. In particular, students the course for which s/he has
develop their knowledge of service design thinking, around applied.
product service systems and service innovation.
MArch 240 (120) 2 years In addition to meeting the qualification descriptor for masters Part 1 of the ARB registration
Master of (3yrs) awards, requirements
Architecture
(7)
MEng In addition to meeting the qualification descriptor for masters
(7) awards,
Part of 4 yr course
PG Cert 60 (30) Where a qualification type other than the main qualification Normally these qualifications are
Postgraduate has a smaller volume of learning, the qualification descriptor exit awards for a masters
Certificate for the degree is used as a reference point and the sub- programme.
(7) degree qualification is expected to meet the descriptor in part. They may also be validated as
PG Diploma 120 (30) Therefore the PG Cert and PG Dip are expected to meet the stand alone awards or as learning
Postgraduate qualification descriptors for masters programmes, adjusted for that can be accredited against a
13
Diploma the volume of learning. masters qualification within an
(7) approved length of time.

BA (Hons) 360 (180) 3 years Bachelor's degrees with honours are awarded to students who 2 A levels, grade C or above
Bachelor of (6yrs) have demonstrated: 4 AS levels, grade C or above
Arts with a systematic understanding of key aspects of their field of 2 vocational A level, grade C or above
Honours study, including acquisition of coherent and detailed Level 3 Foundation Diploma or National
(6) knowledge, at least some of which is at, or informed by, the Diploma
BSc (Hons) 360 (180) 3 years forefront of defined aspects of a discipline Advanced Diploma, grade C or above
Bachelor of (6yrs) an ability to deploy accurately established techniques of International Baccalaureate, 28 points or
analysis and enquiry within a discipline above
Science with
Honours conceptual understanding that enables the student: - to devise
(6) and sustain arguments, and/or to solve problems, using ideas
BA 300 (150) 3 years and techniques, some of which are at the forefront of a
Bachelor of (6yrs) discipline - to describe and comment upon particular aspects
Arts of current research, or equivalent advanced scholarship, in the
(6) discipline
BSc 300 (150) 3 years an appreciation of the uncertainty, ambiguity and limits of
Bachelor of (6yrs) knowledge
Science the ability to manage their own learning, and to make use of
(6) scholarly reviews and primary sources (for example, refereed
research articles and/or original materials appropriate to the
discipline).

Typically, holders of the qualification will be able to:

apply the methods and techniques that they have learned to
review, consolidate, extend and apply their knowledge and
understanding, and to initiate and carry out projects
critically evaluate arguments, assumptions, abstract concepts
and data (that may be incomplete), to make judgements, and
to frame appropriate questions to achieve a solution - or
identify a range of solutions - to a problem
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 communicate information, ideas, problems and solutions to
both specialist and non-specialist audiences.

And holders will have:

the qualities and transferable skills necessary for employment
requiring: - the exercise of initiative and personal responsibility
- decision-making in complex and unpredictable contexts - the
learning ability needed to undertake appropriate further
training of a professional or equivalent nature.

Holders of a bachelor's degree with honours will have

developed an understanding of a complex body of knowledge,
some of it at the current boundaries of an academic discipline.
Through this, the holder will have developed analytical
techniques and problem-solving skills that can be applied in
many types of employment. The holder of such a qualification
will be able to evaluate evidence, arguments and
assumptions, to reach sound judgements and to communicate
them effectively.
Holders of a bachelor's degree with honours should have the
qualities needed for employment in situations requiring the
exercise of personal responsibility, and decision-making in
complex and unpredictable circumstances.
BEng 360 (150) 3 years BEng will be awarded to students who have demonstrated:
Batchelor of (6yrs) • Knowledge and understanding of the scientific principles
Engineering underpinning relevant current technologies, and their
(6) evolution
• Knowledge and understanding of mathematics and an
awareness of statistical methods necessary to support
application of key engineering principles.
• Ability to monitor, interpret and apply the results of analysis
and modelling in order to bring about continuous improvement
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• Ability to apply quantitative methods in order to understand
the performance of systems and components
• Ability to use the results of engineering analysis to solve
engineering problems and to recommend appropriate action
• Ability to apply an integrated or systems approach to
engineering problems through know-how of the relevant
technologies and their application.
• Be aware of business, customer and user needs, including
considerations such as the wider engineering context, public
perception and aesthetics
• Define the problem, identifying any constraints including
environmental and sustainability limitations; ethical, health,
safety, security and risk issues; intellectual property; codes of
practice and standards
• Work with information that may be incomplete or uncertain
and be aware that this may affect the design
• Apply problem-solving skills, technical knowledge and
understanding to create or adapt design solutions that are fit
for purpose including operation, maintenance, reliability etc
• Manage the design process, including cost drivers, and
evaluate outcomes • Communicate their work to technical and
non-technical audiences.
Understanding of the need for a high level of professional and
ethical conduct in engineering and a knowledge of
professional codes of conduct
• Knowledge and understanding of the commercial, economic
and social context of engineering processes
• Knowledge of management techniques that may be used to
achieve engineering objectives
• Understanding of the requirement for engineering activities
to promote sustainable development
• Awareness of relevant legal requirements governing
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 engineering activities, including personnel, health & safety,
contracts, intellectual property rights, product safety and
liability issues
• Awareness of risk issues, including health & safety,
environmental and commercial risk.
GD 120 (60) Where a qualification type other than the main qualification Normally, an undergraduate
(6) has a smaller volume of learning, the qualification descriptor degree
GC 60 (30) for the degree is used as a reference point and the sub-
(6) degree qualification is expected to meet the descriptor in part.
Therefore the Graduate Certificate and Graduate Diploma are
expected to meet the qualification descriptors for honours
degree programmes, adjusted for the volume of learning.
FdA 240 (120) The descriptor provided for this level of the FHEQ is for any 1 A level, grade C or above
(5) foundation degree which should meet the descriptor in full. 4 AS levels, grade C or above
FdSc 240 (120) Foundation degrees are awarded to students who have 1 vocational A level, grade C or above
(5) demonstrated: Level 3 Foundation Diploma or National
knowledge and critical understanding of the well-established Diploma
principles of their area(s) of study, and of the way in which Advanced Diploma, grade C or above
those principles have developed International Baccalaureate, 28 points or
ability to apply underlying concepts and principles outside the above
context in which they were first studied, including, where Students are normally expected to
appropriate, the application of those principles in an be employed in a relevant industry.
employment context
knowledge of the main methods of enquiry in the subject(s)
relevant to the named award, and ability to evaluate critically
the appropriateness of different approaches to solving
problems in the field of study l an understanding of the limits
of their knowledge, and how this influences analyses and
interpretations based on that knowledge.

Typically, holders of the qualification will be able to:

use a range of established techniques to initiate and
17
 undertake critical analysis of information, and to propose
solutions to problems arising from that analysis
effectively communicate information, arguments and analysis
in a variety of forms to specialist and non-specialist audiences
and deploy key techniques of the discipline effectively
undertake further training, develop existing skills and acquire
new competences that will enable them to assume significant
responsibility within organisations.

And holders will have:

the qualities and transferable skills necessary for employment
requiring the exercise of personal responsibility and decision-
making.

The foundation degree is an example of a qualification that

meets, in full, the expectations of the qualification descriptor
(and the Foundation Degree Qualification Benchmark).
Holders of qualifications at this level will have developed a
sound understanding of the principles in their field of study,
and will have learned to apply those principles more widely.
Through this, they will have learned to evaluate the
appropriateness of different approaches to solving problems.
Their studies may well have had a vocational orientation
enabling them to perform effectively in their chosen field.
Holders of qualifications at this level will have the qualities
necessary for employment in situations requiring the exercise
of personal responsibility and decision-making
DipHE 240 (120) Diplomas of Higher Education are awarded to students who Exit qualification only
(5) have demonstrated:
knowledge and critical understanding of the well-established
principles of their area(s) of study, and of the way in which
those principles have developed
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ability to apply underlying concepts and principles outside the
context in which they were first studied, including, where
appropriate, the application of those principles in an
employment context
knowledge of the main methods of enquiry in the subject(s)
relevant to the named award, and ability to evaluate critically
the appropriateness of different approaches to solving
problems in the field of study l an understanding of the limits
of their knowledge, and how this influences analyses and
interpretations based on that knowledge.

Typically, holders of the qualification will be able to:

use a range of established techniques to initiate and
undertake critical analysis of information, and to propose
solutions to problems arising from that analysis
effectively communicate information, arguments and analysis
in a variety of forms to specialist and non-specialist audiences
and deploy key techniques of the discipline effectively
undertake further training, develop existing skills and acquire
new competences that will enable them to assume significant
responsibility within organisations.

The Diploma in Higher Education degree is an example of a

qualification that meets, in full, the expectations of the
qualification descriptor
Holders of a Diploma of Higher Education will have developed
a sound understanding of the principles in their field of study,
and will have learned to apply those principles more widely.
Through this, they will have learned to evaluate the
appropriateness of different approaches to solving problems.

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CertHE 120 (60) Certificates of Higher Education are awarded to students who Exit qualification only
(4) have demonstrated: l
knowledge of the underlying concepts and principles
associated with their area(s) of study, and an ability to
evaluate and interpret these within the context of that area of
study
an ability to present, evaluate and interpret qualitative and
quantitative data, in order to develop lines of argument and
make sound judgements in accordance with basic theories
and concepts of their subject(s) of study.

Typically, holders of the qualification will be able to:

evaluate the appropriateness of different approaches to
solving problems related to their area(s) of study and/or work l
communicate the results of their study/work accurately and
reliably, and with structured and coherent arguments
undertake further training and develop new skills within a
structured and managed environment.

And holders will have:

the qualities and transferable skills necessary for employment
requiring the exercise of some personal responsibility.

Holders of a Certificate of Higher Education will have a sound

knowledge of the basic concepts of a subject, and will have
learned how to take different approaches to solving problems.
They will be able to communicate accurately and will have the
qualities needed for employment requiring the exercise of
some personal responsibility. The Certificate of Higher
Education may be a first step towards obtaining higher level
qualifications.

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Appendix 2 Diagram of higher education qualification levels in England, Wales and Northern Ireland.
Framework for Higher Education Qualifications FQ – Credit Progression for selection National Qualification Framework
5 EHEA of students (FHEQ levels) for England, Wales and Northern
(FHEQ)
cycle 6
Ireland
Typical Qualifications Level Typical UK Typical ECTS Typical Qualifications Level
credit ranges3
Doctoral Degrees (e.g. PhD, DPhil, 8 rd Typically Typically not Vocational Qualifications 8
3 cycle
EdD) 8 not credit credit rated Level 8
1
rated
Masters Degree 7 nd 180 60-1202 Fellowships 7
2 cycle
7asters Degree
Integrated M NVQ Level 5
Postgraduate Diplomas Vocational Qualifications
Postgraduate Certificate of Education Level 7
Postgraduate Certificate
Bachelor’s Degree with Honours 6 st 360 180-240 Vocational Qualifications 6
1 cycle
Bachelor’s Degrees Level 6
Professional Graduate Certificate in
6
Education
Graduate Diplomas
Graduate Certificates
Foundation Degrees 5 Short- 240 120 NVQ Level 4 5
Diplomas in Higher Education cycle Higher National Diplomas
Higher National Diplomas (HND)
Higher national
Certificates (HNC)
5 Vocational Qualifications
Level 5
Higher National Certificates 4 120 Vocational Qualifications 4
Certific4
at e of Higher Education Level 4

Entry to HE via equivalent experiential or prior learning National Vocational 3

Qualification (NVQ) Level

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1 5
PhD and DPhil qualifications are typically no credit-rated. For Students with the necessary prerequisites, entry to 3
Newer doctoral degrees, such as the Professional Doctorate, each FHEQ level is possible from the next lower level in the Vocational Qualification
are sometimes credit rated, typically 540 UK credits. NQF of Framework for Higher Education Qualifications. Level 3
2 6 GCSE AS and A level
A range of 90-120 ECTS is typical of most awards These levels will also apply to the Qualifications and Credit
3 Advanced Diploma
1 ECTS credit is typically worth 2 UK credits Framework (QCF). The QCF will eventually replace the
Welsh Baccalaureate
4 National Qualifications Framework (NQF).
The welsh Baccalaureate Qualification is part of the Credit Advanced4
and Qualifications Framework for Wales (CQFW).

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 Appendix Two
Variance for City and Guilds of London Art School

Postgraduate.

For the award of MA and MSc, a distinction may be awarded in respect of a Master’s degree where the dissertation/project
has been awarded a grade of 70% or more, and the unweighted average mark of the other units is 65% or more.

Undergraduate

In the case of a Bachelor’s degree with honours, Ravensbourne will assess all credit at stages 2 and 3 (Levels 5 and 6), using
either 25% of the credit from Level 5 and 75% of the credit from Level 6 OR only the credit from Level 6 whichever is the higher..
Weighted averages for classification will be presented as whole numbers.

In addition:

Where marks are expressed as percentages. Normal rules for rounding shall apply.

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