This page provides guidance and resources to support Course Development Teams in their Phase 2 and 3 activity.
Overview of activity
Course review, design, and development activity is at the heart of Phases 2 and 3.
What is the difference between Phases 2 and 3?
Phases 2 and 3 respond to the need to distinguish between course- and unit-level thinking and activity. Consultation with academic staff, and experience with the Vanguard courses, demonstrated clear support for this emphasis on articulating a course-wide approach to design both before, and during, the development of more detailed unit-level information. Phase 2 therefore incorporates the advancement from Phase 1 findings and course vision to development of a clear course-wide perspective of transformed provision, which will inform the development of course content, structure, and strategy for assessment. Phase 3 reflects the move to incorporate more detailed unit-level thinking within development activity.
The Vanguards demonstrated that, whilst a clear understanding of planned course-level transformation was a crucial starting point, further development activity needed to move flexibly and iteratively between course- and unit-levels. Thus, in practice, Phases 2 and 3 appear more simultaneous, as opposed to sequential, in nature.
Who else is involved in Phase 2 and 3 activity?
It is important to use Phases 2 and 3 to continue conversations with key internal stakeholders, including: UG Admissions and Outreach or PGT Recruitment and Admissions, the Student Immigration Service; Faculty Marketing Managers, External Examiners, and Accrediting Bodies. It is likely that you will also need to liaise with Academic Registry in regards to the new Academic Framework and Regulations. Course Development Teams may also wish to engage with other stakeholders consulted in Phase 1 to share developments and seek feedback on proposals.
HoDs will maintain oversight during Phase 2 and 3 activity to support their action in regard to Outcome E (see below).
Who was involved in the development of Phases 2 and 3?
Phases 2 and 3 have been developed in consultation with a wide range of colleagues from across the institution including academic staff (Associate Deans L&T, Directors of Studies, Course Development Team leads, representatives from Vanguard courses) and professional services staff (Faculty Assistant Registrars, Academic Registry, representatives from Academic Skills, the Library, Disability Support, and Careers). The Students’ Union have been also been involved in consultation, and have contributed to areas concerning student engagement and representation.
ULTQC have maintained oversight throughout, and have approved the approach developed, whilst the outcomes and success criteria have been approved by Senate.
For more information on the approach to course development activity, including the Course Review and Design Workshop and follow-up support and resources provided by the CLT, please see the Phase 2 and 3 Course Design page.
How should I approach the Phase 2 and 3 course design process?
Phase 2 and 3 activity has been designed to generate important information for a range of purposes at this point of the Transformation process. This includes gathering appropriate information to inform Curriculum Transformation Committee's oversight and approval of course proposals, as well as that needed to ensure essential processes, such as marketing, recruitment, and timetabling, are in place to support delivery.
Nonetheless, teaching and learning remains at the heart of design thinking, and the Centre for Learning and Teaching have worked hard to ensure that these Phases continue to reflect an evidence-based, and sustainable, approach to course development. Use the adjacent link to view a suggested approach to Phase 2 and 3 activity. Course Development Teams are encouraged to liaise with their Faculty/School Curriculum Development Officer in applying this model to their course(s).
Course Review and Design Workshop
The Course Review and Design Workshop is designed and facilitated by the Centre for Learning & Teaching. It will equip your Course Development Teams to move towards tangible course design, identifying the key features that will underpin learning, teaching, and assessment, and the information required from the Phase 2 and 3 process.
Staff from the Curriculum Development Office work closely with departments to ensure that workshop content is aligned to the specific needs of each course. After the workshop a series of next steps are agreed, and course teams continue to receive support from the CLT.
Please use this link to contact your respective Faculty CDO to arrange your workshop.
It was an excellent session, really helpful and informative, with space and time to think and discuss tangible outcomes and goals. We really appreciated the time to think creatively about our students’ learning.
Course Development Team lead in the Faculty of Humanities and Social Sciences
What information is required from Phases 2 and 3?
ULTQC has agreed the information required from courses at this point in time for the purposes of approval and setting-up relevant processes ahead of delivery. An outline of each of the areas of information is provided below. For a detailed specification of each area please visit the Required Information page.
Further information required for course approval will also come from an External Examiner Report and Accrediting Body Report (where applicable). For details see the Phase 2 and 3 Feedback and Oversight page or contact your Faculty/School Assistant Registrar.
How is Phase 2 and 3 information submitted?
All finalised Phase 2 and 3 information must be submitted via the CT App ahead of CTC. This provides a central database of course records for approval purposes as well as to ensure the efficient set-up of courses within supporting systems. Visit the CT App guidance page for further details.
Who is involved in the Feedback and Oversight process?
Visit the Feedback and Oversight page for a complete list of all oversight responsibilities. Course Development Teams are recommended to work with their respective Faculty/School Assistant Registrars to ensure that stakeholders are consulted in a timely fashion, and that all relevant responses are completed.
What further support is available for Phase 2 and 3 design activity?
Contact your curriculum development to discuss what further support. This can include workshops, communities of practice or other facilitated sessions to help plan and review your Phase 2-3 design activity.
Additional resources to support design activity
The exemplars provided here demonstrate how some departments have represented their course structure as it arose from their design and development activity. The visuals provided a helpful overview of the course, including key unit and assessment details, that was easily shared with colleagues and stakeholders for feedback.
You are welcome to use any such representation for design and development purposes. These drafting documents will help you refine your proposals before submitting finalised details to SharePoint.