2. Changes for 2025-26

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Key changes 

1. Confirming student outcomes (exam boards) (30: Confirming student outcomes (exam boards))

A new approach has been agreed to how we confirm student academic outcomes and the function of exam boards. The key changes are to:  

  • Revise the exam board model to enable as many decisions as possible to be taken at reconstituted school exam boards. 
  • Retain a mechanism for approving complex student outcomes. 
  • Introduce additional assurance mechanisms to support school-level decision-making. 

The new regulations are supported by a procedure document, and come into effect from 2025/26 starting with any exam boards held following the TB1 assessment period for students that require a programme-level academic outcome, and then at scale for the summer 2026 exam boards.  

2. Student outcomes appeals (36: Student outcomes appeals) 

A new set of simplified regulations governing appeals has been designed, supported by a new Procedure document. In summary, the key changes are to: 

  • Strengthen assurance in the decision-making process with any appeals that are upheld or found to contain an error referred back to the original academic body responsible for the decision for further review and consideration.  
  • Revisions to stage names and simplification of language seek to provide clarity, be more accessible to students and more accurately reflect the purpose and better describe the process.  
  • The introduction of a new mandatory 14-day Early Resolution stage to provide rapid resolution, where possible, which provides the opportunity to significantly reduce volume of appeals progressing to formal stages and improve the student experience.  
  • Introduction of a triage step to the Review Stage (previously referred to as the University Stage) with a 7-day timeframe.  
  • Changes to engagement timeframes and turnaround time targets, assures ability to deliver end-to-end procedure within OIA required timeframe and delivers faster outcomes to students where possible.   
  • Streamlining of documentation associated with appeals and more nuanced processing based on grounds will improve the quality of the materials and the experience of the decision maker, minimise paperwork and maximise efficiency.  
  • Rationalisation of decision-making mechanisms ensures appeals can be dealt with more swiftly by the appropriate decision maker. 

3. Feedback to students on their work (25: Feedback to students) 

A refreshed policy has been established to clarify when and how feedback is returned to students on the basis of a series of recommendations of a task and finish group that were approved by University Education Committee. This replaces the previous Framework on returning feedback to students and brings it into the Taught Code. The key policy points with the previous Policy on exam script access have also been extracted and added into the new policy. 

4. Updating education role-holders named as a decision-maker (various sections) 

Given recent changes to roles, and to future-proof regulation, references to specific education role-holders that takes action or makes a decision will be replaced with the role that has overall responsibility for the action or decision, or their delegate, including the approval of change of circumstances processes. This will be applied at school, faculty and university level. An internal delegation document will be established to set out where actions / decisions are made in practice. 

5. Classification in non-modular programmes in Dentistry (in Annex 2: Regulations for Specific Programmes 2025/26 (PDF, 382kB)) 

The classification method in the non-modular programmes in Dentistry (BDS, the new BDT and future new BDH) has been revised so that distinction and merits are awarded based solely on an individual student’s programme mark in relation to mark thresholds rather than in comparison to their cohort. 

This will apply for all new and existing students from 2025/26. A ‘no detriment’ process will be run for existing cohorts where both methodologies are applied at the point they are considered for classification and students receive the higher classification, if any. 

6. Classification in the non-modular programme of Veterinary Science) (in Annex 2: Regulations for Specific Programmes 2025/26 (PDF, 382kB)) 

The classification method in BVSc Veterinary Science programme has been revised with the classifications of ‘merit’ and ‘distinction’ being removed. Instead all students who meet the requirements for the award of the BVSc will receive a degree with a ‘pass’. Excellence in different aspects of the programme will be rewarded with Letters of Commendation. The change will apply to new student cohorts from 2025/26. 

7. Applying compensation to non-accredited UG programmes in Engineering Schools (within 31a: Academic outcomes in undergraduate modular programmes - non-final year) 

A means for standard regulations on compensation to be applied in non-accredited programmes in the ‘Engineering schools’ has been established to allow for the possibility of students continuing their studies or receiving an award as a route off accredited programmes (where compensation is limited due to accrediting body requirements). This will apply for all students from 2025/26 on the basis that it will not disadvantage them. 

8. Pass/fail year in industry in Engineering Schools (section 14. Study away from the university and 31b: Academic outcomes in undergraduate modular programmes - final year) 

The year in industry will become pass/fail for the award of credit in programmes in the ‘Engineering schools’, thus amending the weighting for classification on these programmes. This will apply to new entrants from 2025/26. 

9. Reassessment for inbound study abroad students (section 31a: Academic outcomes in undergraduate modular programmes - non-final year) 

Reassessment for coursework during our reassessment period will be permitted for inbound study abroad students, unless specifically precluded by the home partner institution.   

10. Refining the operation of exceptional circumstances 

A series of changes to refine and simplify the operation of ECs have been agreed in response to feedback from staff during the evaluation of the ECs process, two of which require regulatory change. The rest will be updated within the guidance for exam boards and ECCs on considering exceptional circumstances. 

  1. A supplementary assessment opportunity is the only mitigation available for an i2 impact classification.
  2. A point beyond the coursework submission deadline is established at which a student cannot submit their work or it is considered a non-submission – more than four days late (L5).  (section 24.3 in 24: Penalties)
  3. Any penalty applied for late submission can be removed by any impact classification between i2-i4 as mitigation.
  4. A student who has failed a unit but met threshold for reassessment, and has a mix of first and second/third attempt reassessment within that unit, does so for a capped mark as default. This capped unit mark, however, can be lifted by the exam board should the student achieve at least a pass unit mark based on the first attempts of assessment. (section 31.11 in 31a: Academic outcomes in undergraduate modular programmes - non-final year)
  5. New guidance for exam boards is provided for when it considers the impact of ECs that has been noted from previous years when considering the classification of an award.
  6. Exam boards are permitted to agree that an UG student re-submits their dissertation (in addition to re-taking) at the same attempt number as mitigation at the summer exam board. 

Minor changes / clarifications 

1. Clarifying an assessment misconduct penalty (section 23.13 in 23: Academic misconduct) 

One of the existing academic misconduct penalties has been clarified, that is: a panel should only recommend the award of a mark of zero for the unit, and not make any supplementary recommendations, and that under this penalty, the exam board can allow reassessment for the award of credit only, but that the unit mark of zero is retained. 

2. Volume and types of assessment within an assessment period (section 31.12 in 31a: Academic outcomes in undergraduate modular programmes - non-final year) 

The existing 80cp limit on the amount of reassessment that can be taken in an assessment period has been extended to final year UGs, and the scheduling of re/assessment relating to the attempt number and the assessment period clarified. 

3. Setting coursework submission deadlines (section 18.3 in 18: Setting of assessment) 

The setting of a submission deadline is permitted on a Friday between 10.00-12.00 in addition to 10.00-16.00 on Monday-Thursday. 

4. Length of timed assessments (section 18.10 in 18: Setting of assessment)

The length of timed assessments has changed to three days (from four) retaining an additional day for alternative examination arrangements.  

5. Updates on oral examination as a form of assessment (section 18.18-19 in in 18: Setting of assessment)

The intention of oral examinations has been clarified, removing the implication that such forms of assessment must apply to all students. 

6. Backdating a suspension of studies (section 12.10 in 12: Suspension of study) 

Faculties are permitted to approve the backdating of a suspension for more than one month in exceptional cases. 

7. Grounds for an extension to a period of suspension (section 12.24 in 12: Suspension of study)

A ‘good ground’ to extend a period of suspension has been added: where there has been significant curriculum changes during the suspension and a later start is required for the student to return at the most appropriate point in the programme. 

8. Late submission of EC cases considered where a good reason is provided (section 20.28 in 20. Impact of student circumstances on assessment) 

Late submitted ECs may only be considered under the appeals process where a good reason is provided to explain why the student was not able to submit in time. 

9. Outcome from self-certifying absence from assessment (section 20.18 in 20. Impact of student circumstances on assessment) 

The outcome from a self-certification of absence from assessment is for the student to take the assessment again the next time it is scheduled at the same attempt number, unless where alternative mitigation if agreed for a subsequently submitted exceptional circumstances. 

10. Deadline for submission of self-certifying absence from assessment (section 20.14 in 20. Impact of student circumstances on assessment) 

The deadline for the submission of a self-certification for absence form is changed to the end of the day after the assessment took place (from the end of the day in which the assessment occurred). 

11. Optional units that are pass/fail and implications for progression (section 18.1 in 18: Setting of assessment) 

The ‘deemed to be must-pass’ status of units that are pass/fail only for the award of credit has been removed. This allows conditional progression to be enacted in undergraduate programmes where it is available if a student fails to meet the conditions for the award of credit by the end of the academic year. 

12. Update to policy on recognising UoB credit (section 7.13 in 7: Recognition of prior learning) 

Prior learning gained at UoB is specifically included under this policy.. 

Undergraduate only 

13. Intercalation onto integrated masters degree programmes (section 5.8 in 5: Credit) 

The allowance of credit to count towards more than one qualification has been extended to enable external students to intercalate onto and be awarded an MSci integrated masters degree programme.  

14. Defining process for UG applicant or student transfer (Student transfer policy (PDF, 215kB)) 

Requests for transfer at the start of an undergraduate programme are made to the relevant school office once the student has completed online registration. Prior to this, applicants should seek a transfer through the central admissions team. 

PGT programmes only 

15. Inclusion of a dissertation in a PGT Masters degree programme (section 3.24 in 3: Programme design and types) 

PGT Masters degree programmes will include a dissertation (or equivalent project) unit, unless otherwise agreed for accreditation purposes. 

16. Deadline for PGT dissertation submission (section 18.10 in 18: Setting of assessment) 

This change provides flexibility as to whether the dissertation (or equivalent research project) is the final assessment in a PGT programme. Previously the structure of a PGT programme assumed that the dissertation is the final assessment and therefore had a published deadline date. 

17. Classification of PGT exit awards (section 33.23 in 33: Academic outcomes in taught postgraduate programmes) 

For students who are not required to withdraw but achieve one of the ‘new’ exit awards (i.e. they do not have the credit for a Masters but have completed the research unit), clarify that classification is not permitted in PGT exit awards where a student has failed one or more units in their registered programme 

Changes to the Annexes 

    • Updates to the regulations for the MSc Social Work: to reflect the approved change in its structure (becoming 180cp from 320cp). This will apply to the new year 1 cohort from 2025/26 with the previous regulations still covering year 2 students who started before 2025/26. 
    • Adding the award and classification requirements to the specific regulations for each non-modular programme from the main body of the Taught Code.  
    • New regulations for the BDT Dental Therapy as a non-modular programme (akin to the BDS). 
    • Moving of the regulations for preliminary programmes from the main body of the Taught Code into specific regulations. 
    • Removal of the specific regulations: for: the Postgraduate Certificate in Academic Practice; MSc in Veterinary Sciences and Postgraduate Diploma in Veterinary Clinical Practice; and, the Graduate Diploma 
  • Retirement of the previous University Assessment Regulations (see below). 
  • Previous annexes 8 and 10 have been combined into a single annex on calculating marks.  
  • Previous annex 9 on weightings for calculating classification has been moved into the Taught Code (section 31). 

Rewrite of the Taught Code: 

A phased re-write of the academic regulations for taught programmes has commenced. The following areas have been subject to the re-write methodology this year: 

  • Progression, award and classification in undergraduate modular programmes (section 31) 
  • Academic outcomes appeals (section 36) 
  • Setting of assessment (section 18) 
  • Academic misconduct (section 23) 

The last three sections accounts for the content that was previously provided in the Assessment Regulations, which has been retired as a regulatory document. The specific contract cheating procedure has also been retired, with such investigations coming under the standard procedure for investigating cheating.  

One of the aims of the rewrite is to remove procedural information from regulations and policy. Separate ‘procedure’ documents have therefore been established to home this content, which supports the implementation of the regulations where required (see contents).  

As part of the re-write, the sections and sometimes content in the Taught Code has been re-ordered so to create a more logical flow. A comparison of the ordering of the sections in the previous version of the Code compared to this one is provided: Mapping of new sections in Taught Code for 2025/26 (PDF, 232kB). 

The re-write of the rest of the sections in the Taught Code will continue in 2025/26.  

Approved in 2024/25 for implementation in 2025/26: 

  • Updates to reflect the new faculty structure where a specific faculty is referenced.