Note: please speak with your Curriculum Development Officer or Faculty Assistant Registrar regarding Phase 1 for new course proposals.
Phase 1 is centred upon the review and evaluation of your current provision of undergraduate and taught postgraduate courses to inform the production of a refreshed Course Vision. This will be based on consultation with key internal and external stakeholders, and reflection against the underpinning principles of Curriculum Transformation. Phase 1 activity will make a vital contribution to revised course aims and outcomes, and will act as an invaluable precursor to the next phase, in which more detailed consideration of factors such as course structure and methods of learning and assessment will take place.
Why is Phase 1 important?
In order that teaching and support for learning remains effective, staff reflect on their practice and consider how it might be changed and improved. They draw on a variety of sources to inform this, including feedback from: students gathered at different organisational levels from the individual teaching session and module upwards; examination boards and external examiners; and recent alumni and employers
Effective reflective practice retains a practical focus. It may involve different organisational levels, from the individual teacher or programme teaching team, to a whole department, faculty or higher education provider.
Successful reflective practice depends on self-awareness, critical analysis, synthesis and evaluation leading to new perspectives.
Guidance from the QAA Quality Code, Chapter B3 Learning and Teaching
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