Credit Accumulation Modular Scheme Framework

Credit Accumulation Modular Scheme Framework

Student Learning & Experience Committee


Quality Handbook Section E

1.2Procedure where a School is Unable to Adopt a TQS
D3-Annex 1 / TQS 2a / Audit Checklist – Student Learning in the Workplace
D3-Annex 2 / TQS 2b / Student Learning in the Workplace – Provider Handbook (Checklist of Minimum Requirements)
D3-Annex 3 / TQS 2c / Student Handbook (Checklist of Minimum Requirements)
D3-Annex 4 / TQS 3a / Teesside University Course Boards – Terms of Reference & Constitution
D3-Annex 5 / TQS 4a / School Handbook Minimum Standard
D3-Annex 6 / TQS 4b / Course Handbooks Minimum Standard
D3-Annex 7 / TQS 4c / Module Handbooks Minimum Standard


D3-TQS 1 / Student Support Systems
D3-TQS 2 / Student Learning in the Workplace
D3-TQS 3 / Student Representation
D3-TQS 4 / Informing Students
D3-TQS 5 / Student Evaluation
D3-TQS6 / Use of Electronic Module Sites
D3-TQS 7 / Personal Development Planning
D3-TQS 8 / Student Induction
D3-TQS 9 / Communication with Students


Quality Handbook Section D3

AD(L&T) / Associate Dean (Learning & Teaching)
CAMS / Credit Accumulation & Modular Scheme
CME / Continuous Monitoring & Enhancement
CPD / Continuing Professional Development
FAQs / Frequently asked Questions
FCD / Finance & Commercial Development
FDL / Flexible & Distance Learning
HE / Higher Education
HND / Higher National Diploma
ICA / In-course Assessment
ITaCS / Information Technology & Communication Services
KPIs / Key Performance Indicators
LD / Learning Development
LTS / Learning & Teaching Strategy
NSS / National Student Survey
PDP / Personal Developing Planning
PDPR / Professional Development Plan and Review
PRES / Postgraduate Research Experience
PSRB / Professional Statutory & Regulatory Body
PTES / Postgraduate Taught Experience
RPL / Recognition of Prior Learning
QAA / Quality Assurance Agency for Higher Education
RPEL / Recognition of Prior Experiential Learning
SLEC / Student Learning & Experience Committee
SLS / Student & Library Services
SSLESC / School Student Learning & Experience Sub-Committee
TQS / Threshold Quality Standards
TUSC / Teesside University Smart Card
TUCP / Teesside University College Partnership
UKES / UK Engagement Survey
VLEs / Virtual Learning Environments
WBL / Work Based Learning


Quality Handbook Section D3


The currently approved Threshold Quality Standards (TQSs)are as follows:

  • Student Support Systems (TQS 1)
  • Student Learning in the Workplace(TQS 2)
  • Student Representation (TQS 3)
  • Informing Students (TQS 4)
  • Student Evaluation (TQS 5)
  • Use of Electronic Module Sites(TQS 6)
  • Personal Development Planning(TQS 7)
  • Student Induction (TQS 8)
  • Communication with Students(TQS 9)


Schools will “enact” the TQSs using procedures appropriate to their requirements. Therefore, the implementation may vary from School-wide process/procedurethrough to course or location specific delivery, depending on circumstances. Collaborative provision is subject to further consideration. Specifically, there will be instances, e.g. off-site and remote provision, flexible and distributed learning, etc. where Schools will need to design new or revised processes to achieve comparable outcomes for such provision.

School specification/adoption of the TQS procedures/processes, plus any other aspects of agreed local process (including any approved variance), must be reflected inthe “School Quality Handbook”.

The Student Learning & Experience Committee (SLEC) maintains oversight of the Quality Audit & Review Schedule, whichincludes planned regular reviews of TQSs.

1.2Procedure where a School is Unable to Adopt a TQS

It is recognised that there may be areas of subject provision where, for particular reasons, certain aspects of these Threshold Quality Standards cannot be adopted.

In exceptional circumstances, where a School is unable to adopt a TQS (or part thereof), the School Student Learning & Experience Sub-Committee (SSLESC) will need to provide the following:

  • A statement as to what has not been adopted.
  • A statement indicating what has been substituted to achieve, broadly, the same effect.


  • A statement indicating why the specific element has no relevance to the work of the School.

School Student Learning & Experience Sub-Committees (SSLESCs) should submit such statements of variance to SLEC using the proformaApplication to Student Learning & Experience Committee for a Variancefrom Threshold Quality Standards.

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Quality Handbook Section D3