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Learning Outcomes

This page is designed to help Course Convenors, Module Convenors and Directors of Teaching and Learning write learning outcomes which are aligned to the correct FHEQ level. FHEQ Levels are expressed as if a student were exiting with an award at the associated level. Here we use the FHEQ information to express what a student will progress with at L3, 4 & 5 and what they would graduate with at L6 & 7.

Level 3 (Foundation Year)

Knowledge descriptor (the holder...)

• Has factual, procedural and theoretical knowledge and understanding of a subject or field of work to complete tasks and address problems that while well-defined, may be complex and non-routine.
• Can interpret and evaluate relevant information and ideas.
• Is aware of the nature of the area of study or work.
• Is aware of different perspectives or approaches within the area of study or work.

Skills descriptor (the holder can…)

• Identify, select and use appropriate cognitive and practical skills, methods and procedures to address problems that while well-defined, may be complex and non-routine.
• Use appropriate investigation to inform actions.
• Review how effective methods and actions have been.

Level 4 (First Year Undergraduate)

Students who are progressing from L4 will have demonstrated:

• 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.

...and will be able to:

• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work
• 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 will have:

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

Exit Award: CertHE 

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.

Level 5 (Second Year Undergraduate)

Students who are progressing from L4 will 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
• 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
• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

...and 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.

...and will have:

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

Exit Award: DipHE

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.

Level 6 (Third/Final Year Undergraduate)

Bachelor's degrees with honours are awarded to students who have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline
• an ability to deploy accurately established techniques of analysis and enquiry within a discipline
• conceptual understanding that enables the student to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline
• an appreciation of the uncertainty, ambiguity and limits of knowledge
• the ability to manage their own learning, and to make use of 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
• 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.

Award: BA(hons)

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.

Bachelor's degrees with honours form the largest group of higher education qualifications. Typically, learning outcomes for these programmes would be expected to be achieved on the basis of study equivalent to three or four full-time academic years and lead to qualifications with titles such as Bachelor of Arts, BA (Hons) or Bachelor of Science, BSc (Hons). In addition to bachelor's degrees at this level are short courses and professional 'conversion' courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to, for example, graduate certificates or graduate diplomas.

Level 7 (Postgraduate/Final Year Integrated Masters)

Master's degrees are awarded to students who have demonstrated:

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
• conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

• deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
• continue to advance their knowledge and understanding, and to develop new skills to a high level.

...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 situations
• the independent learning ability required for continuing professional development.

Award: MA/MSc

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.

Master's degrees are awarded after completion of taught courses, programmes of research or a mixture of both. Longer, research-based programmes may lead to the degree of MPhil. The learning outcomes of most master's degree courses are achieved on the basis of study equivalent to at least one full-time calendar year and are taken by graduates with a bachelor's degree with honours (or equivalent achievement).

Master's degrees are often distinguished from other qualifications at this framework level (for example, advanced short courses, which often form parts of continuing professional development programmes and lead to postgraduate certificates and/or postgraduate diplomas) by an increased intensity, complexity and density of study. Master's degrees, in comparison to postgraduate certificates and postgraduate diplomas, typically include planned intellectual progression that often includes a synoptic/research or scholarly activity.

Descriptions for levels 4-7 taken from the UK Quality Code for Higher Education published by the QAA.

To help you write Course and Module Learning Outcomes at the correct FHEQ level, we have developed a spreadsheet of FHEQ levels and relevant language. The spreadsheet can be found here

For further guidance please contact your Director of Teaching and Learning or Curriculum and Assessment Officer or the Academic Developer or AQP Curriculum Manager for your Faculty.

Course level Learning Outcomes should be expressed at the level of the award. For example, level 6 awards should have 10-15 LOs set at the level expected of students at the end of the programme. The outcomes are set at the threshold pass expectation for the award. 

At module level the LOs should align to the level the module is delivered at. A 15-credit module should have no more than 3-4 learning outcomes, whilst a 30-credit module should have no more than 5-7 learning outcomes.