Curriculum design
PLOs are the basic building blocks when it comes to programme design and planning: they reflect the programme aims, rationale, and distinctive features. They should inform and guide and be embedded into the assessment environment of the programme, especially when it comes to cumulative assessments such as dissertations and capstone assessments. PLOs are a good starting point from which to draft course learning outcomes.
PLOs are also used to establish and ensure programme coherence in terms of core and elective course combinations and course choice across the programme ensuring a good balance between flexibility in terms of course choice and clear programme pathways or specialisations.
"The process of drafting, reviewing, and revising programme-level learning outcomes was really helpful for reflecting on our teaching practices across the team and will enhance the students' experience of learning."
-Monika Krause, Programme Director on BSc Sociology, and Deputy Head for Teaching, Deparment of Sociology
Communication
PLOs are a succinct way to communicate what students will achieve and how they will learn on the programme. The detail and degree of specificity in the PLOs make them a useful tool at orientation sessions for new students, and also for current students during course selection and in academic mentoring sessions. It gives prospective students a concrete idea of what will occur on the programme and is useful in comparing programmes in the same or different institutions.
PLOs can also be used to brief course convenors in terms of the specific parameters and features individual courses need to meet based on whether they are core courses or electives.
“Programme learning outcomes (PLOs) have facilitated communication of my programme’s core objectives and shared expectations to both students and colleagues contributing to the programme. While individual student learning experiences often extend beyond these formal PLOs, they serve as a foundational reference point during discussions about student learning, programme design, curriculum development, and assessment approaches with our stakeholders including our professional accreditor, the Institute and Faculty of Actuaries.”
-Pik Liew, Programme Director, BSc Actuarial Science and BSc Actuarial Science with a Placement Year
School requirements and quality assurance
The Pro-Vice Chancellor for Education requires all new programmes at LSE to propose programme learning outcomes as part of the programme proposal process. Older and existing programmes that do not have PLOs will be required to publish approved PLOs by June 2026 in order to ensure consistent good practice across the school.
PLOs should conform to level-specific and qualification-specific criteria as stated in the Office for Students sector recognised standards and the Framework for Higher Education Qualifications (FHEQ) qualification descriptors, along with consideration of the relevant Quality Assurance Agency (QAA) Subject Benchmark Statements (SBS). Several disciplines such as economics, law, and anthropology to name a few, have specific SBS for undergraduate programmes, with a smaller number of Master’s level subjects also covered.
"Consideration of the overarching B1 Condition of Registration and other sector standards when designing or reviewing PLOs will ensure that LSE degree programmes comply with LSE regulations, academic standards set by the government, and sectoral good practice."
-Tom Hewlett, Head, Teaching Quality Assurance & Review Office