Subject Benchmark Statements should be used to inform the design of the programme; the list of Subject Benchmark Statements is available here. On the specification you need to outline how a statement was used, e.g. to inform the content of the programme or to ensure the appropriate level in the learning outcomes.
Make sure you refer to the full name of the particular subject benchmark statement(s) used in your answer. It is also recommended that you provide one or two specific examples of how the programme has been informed by the relevant statement. For example, you could quote a key programme outcome, and then quote the specific section(s) of the Subject Benchmark Statements from which it was derived. For example:
‘Subject benchmark statement used: X. The content of the programme, aims of the programme and the programme outcomes have been formulated using the above subject benchmark statement. This is shown by the range of subject specific knowledge/understanding and generic skills-based programme outcomes, which correspond to the relevant sections of the subject benchmark statement. The statement has also informed the standard of academic achievement that successful students are expected to demonstrate via the chosen assessment methods.’
‘The above-named subject benchmark statement has been used to inform the content of the programme, as well as the aims and the nature and standard of the programme outcomes (and the corresponding learning, teaching and assessment methods).’
‘The content of the programme, aims and programme outcomes have all been formulated using the above-named subject benchmark statement. In particular, the programme outcomes have been mapped against the subject specific knowledge/skills and the generic skills outlined in the statement.’
‘Though there is not a subject-specific benchmark statement for X, the benchmark statements for the related subjects of Y and Z have nonetheless been consulted in order to inform, in a general way, the aims of the degree and the knowledge and skills to be demonstrated through it, as well as general principles for teaching, learning, assessment, and standards.’