The following principles guide the ongoing review, development, and delivery of our UG and PGT courses:
Articulate a course-wide approach to learning

Design delivery and assessment from a coherent set of course-wide learning outcomes. Use viable, engaging and inspiring methods across the course’s delivery and assessment to enable students to achieve those outcomes. Pay particular attention to the impact of design on transition into the first year of our undergraduate courses and into postgraduate study.

Embrace assessment for learning

Recognise that assessment motivates and develops individual knowledge and skills as well as validating student achievement. Plan assessment strategically so that it supports the achievement of overall course goals and makes the most of the resources we have across the institution.

Support the needs of all learners

Design inclusive curricula so that all students can develop a sense of belonging, purpose, and identity. Recognise the differing needs of students at all levels, particularly those who represent communities that may have been marginalised or historically under-represented in the discipline. Promote student integration into the learning community through supportive approaches to content and assessment.

Embed citizenship and sustainability

Recognise the challenges presented by the changes to our broader physical and social environment. Consider how our curriculum might empower students in the roles they will play during their lives as global citizens. Develop mechanisms in the curricula and/or co-curricular realms to prepare them for these challenges.

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Build on existing success

Promote the known benefits of the University community and its wider networks, to include (but not be restricted to) the impact of Bath research and the application of knowledge to real-world settings; employability through distinctive placement experiences; learning and developing in a World Heritage City and the South West region; and a distinctive educational ethos.

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Engage with research

Create opportunities for students to engage actively with, and contribute to, research communities in the University. Build cultures of research and inquiry within the curriculum from the outset, so that students become genuine partners in the production of knowledge rather than being passive consumers.

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Be inspirational

Enthuse students for the subjects they choose to study and the university life they seek to lead, but also demonstrate clearly the ways in which the University of Bath develops and facilitates their learning experience and post-graduation experiences.

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Build on meaningful partnerships

Develop strategies that maximise the potential contributions of internal and external stakeholders, including those from industry and the professions. Work towards establishing students as full partners in the curriculum, co-creating delivery and assessment. Enable students to support their peers in innovative and mutually beneficial ways. Listen actively to partner organisations and find ways to engage them in education, including the development of practice-focused pathways.

Integrate professional and transferable skills

Embed opportunities for acquisition of discipline-specific, professional and transferable skills, encouraging critical, creative thinking in the curriculum. Enable students to capture their personal development through curriculum-embedded employability provision, helping them develop a clearer sense of their own skills, strengths and attributes. Strong partnerships with external stakeholders, such as employers and industry, to develop and shape our provision. 

Embrace the opportunities for transformation

Make genuine and meaningful improvements to the way we work and facilitate learning. Take full advantage of the opportunities we have to be progressive and forward-looking for the benefit of both staff and students.

Design towards staff and student wellbeing and work/life balance

Be aware of the intensity of assessment and its effects on our community. Adopt assessment-for-learning approaches that can enable us to be strategic about how, when, and why we assess students. Ensure that we use sufficient summative assessment to have confidence in the achievement of learning outcomes at various levels, and no more.

Create strong foundations for continuous improvement

Use curriculum transformation as the foundation for a course that is fit for the twenty-first century. Design with flexibility and adaptability to ensure that continuous improvement will be responsive to stakeholders and considered in the lifetime of the course.

Use University resources efficiently and effectively

Understand both the opportunities and constraints relating to learning and teaching, such as with space, and within the timetable. Think about how the course’s use of space and modes of delivery can be effective for new generations of students.

Ensure there is space for broader learning activities

Build in the capacity for different learning activities and interactions. Find ways to utilise contributions from the Skills Centre, the Library, and other services as integrated parts of the course. Make the most of student and academic interaction.

Work creatively within flexible frameworks

Understand and work within the flexibilities that will be part of the new design and regulatory frameworks. Simplify course regulations for greater effectiveness. Tell a coherent and simple story about progression through the course that will be clearly understood by students.

Design a fresh approach to choice

Enable students to experience specialist areas while maintaining the overall coherence of a well-structured course and curriculum. Counter any over-assessment that may develop. Be creative about where choice may be most beneficial within the course assessment and/or study. Ensure choice early in the course does not limit later opportunities for student learning.

Updated on: 17 December 2020