Phases 2 and 3 of Curriculum Transformation focus directly on supporting departments in the review and design of course proposals that meet the vision and opportunities identified in Phase 1. Opportunities for engagement and feedback from other stakeholders are built in throughout.

Key information, timelines and documentation

A timeline for Phase 3 activity for all UG and PG courses launching in 2023/34 can be found in paragraph 2.3 of the QA Code of Practice for Phase 3. This also includes timelines for developing placement transition arrangements.

Please see the relevant Academic Registry webpages for full details of the Phase 2 and Phase 3 approvals process and supporting templates.

Undergraduate course teams are encouraged to bring forward separately for approval outcomes for Phases 2 and 3. Separation of the two phases will ensure that material course information is available by December 2021 for inclusion in the digital prospectus whilst optimising development time for course teams. Holistic design at the course level is underpinned by detailed thinking about unit content and assessment, providing assurance at Phase 2 approval. However, the full finalised unit detail will be submitted for approval at Phase 3.

Outcomes and success criteria

The outcomes of Phases 2 and 3 activity have been agreed by Senate, and are designed to ensure course development activity works towards the aims of Curriculum Transformation as well as external guidance and requirements.

By the end of Phase 3:
A. The course is aligned with relevant University and sector regulations and guidelines.

The course is aligned with relevant sector guidelines (e.g. QAA Subject Benchmark Statements, FHEQ etc.).

The course complies with University regulations.

The course is designed to meet Professional Accrediting Body requirements, if applicable.

B. The course is aligned with the principles of Curriculum Transformation.

The course reflects the principles of Curriculum Transformation (Senate paper S17/18-165A).

Documentation likely to be used by current or future students is clearly articulated and accessible to its audience.

Summative assessments are designed using a course-level approach and allow students to demonstrate their progress against Learning Outcomes.

There is an appropriate assessment strategy which considers how assessment supports learning, and mitigates against the potential for bunching and over-assessment.

C. There is a clear plan for ongoing course enhancement.

An ongoing vision for the course is presented.

A plan which describes how implementation of the transformed course will be evaluated against the Curriculum Transformation principles is presented.

D. There is evidence of student and other key stakeholder engagement.

The course development team has engaged with students in Phases 2 and 3, and their feedback considered in the design and development of the course.

Relevant external stakeholders (including current external examiners for the course) have been consulted in Phases 2 and 3, and their feedback considered in the design and development of the transformed course.

E. There is evidence that planning for course organisation and delivery has taken place.

The Head of Department or equivalent signatory has indicated their endorsement of the transformed course, including that sufficient consideration of key organisational and planning issues (e.g. course delivery, staff roles, teaching teams) has taken place.

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curriculumdev@bath.ac.uk

Updated on: 11 February 2022