This page provides guidance and resources to support Course Development Teams in their Phase 2 and 3 activity.
How should I approach the Phase 2 and 3 course design process?
Phase 2 and 3 activity
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.
High-level information required to set up courses (and their variants). This includes basic course details that should already be known and agreed, e.g. Course title, course length, intended award.
Finalised copy for marketing and recruitment purposes based on that created as part of Phase 1. Courses should liaise with their Faculty Marketing Managers to ensure that copy reflects Phase 2 and 3 design activity and is written in student-facing language. HoDs have responsibility for confirming that copy is accurate as part of the oversight process.
Course Intended Learning Outcomes
Intended Learning Outcomes (ILOs) are statements that explicitly describe what every student needs to have learned to successfully complete the course or level of study. CILOs should focus on what subject knowledge and understanding, as well as skills, behaviours, values, and ethics, students must be able to demonstrate by the end of the course.
To help you write your CILOs, see the guidance and resources available here. The resources include an action verb word bank and checklist to help you. You'll also find exemplar ILOs from a range of different disciplines.
Use the CILOs Drafting Template to collate your draft Intended Learning Outcomes. You will be able to map these to specific units as they are developed. The map will help demonstrate that all ILOs are suitably addressed by the available units, and that all students will be able to meet the ILOs regardless of any optional units they might take.
Rationale for Course Design
Across the institution there has been a huge amount of exciting and purposeful thinking and activity that has underpinned course review and design. Course and unit information alone will not capture this good work. The Rationale for Course Design will help committees to see how your course fits together and why it works. The questions are designed to provide you with the opportunity to showcase key aspects of your new or transformed course(s) and outline how these have been arrived at. This will help inform F/SLTQC and CTC’s review of each course proposal and in addition enable wider sharing of transformed approaches to provision across the institution.
In total, the Rationale is not expected to exceed two sides of A4 or approximately 1000 words.
Each unit will need to be created in the SharePoint system. The Unit-level Drafting Template provides details of the specific information required and will help you collate your draft ideas.
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 Phase 2 and 3 information must be submitted via the Curriculum Transformation SharePoint App. 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.
Who is involved in the Feedback and Oversight process?
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?
The Curriculum Development Team are hosting a number of drop-in sessions for staff to help support development activity following the initial Course Review and Design Workshop.
You can use this opportunity for further guidance on any aspect of the process or to receive feedback on draft ideas or thinking.
You are welcome to attend any session, regardless of whether your specific Faculty/School Curriculum Development Officer is scheduled. There is no need to book a place at any of these sessions, please just come along.
Use the link on the right and then click on the 'Curriculum Transformation' tab to see full details of all of the available sessions.
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.