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 and timelines
Please see the QA Code of Practice statement for full details of the Phase 2 and 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 does not need to be submitted for approval until Phase 3.
|Timeline||Undergraduate (for all transformed and new courses starting 2023/24)||Postgraduate (for all transformed and new courses starting 2023/24)|
|Up to 31 July 2021||
CLT/AR work with departments to identify UG interdependencies, and exemptions from flexible framework parameters.
Course teams to indicate whether they wish to proceed for 2023/24 start. UG schedule agreed.
|October 2021||Submission of UG Phase 2 course documentation to Faculty/School.|
|Up to 31 October 2021||
CLT/AR work with departments to identify PGT interdependencies, and exemptions from flexible framework parameters.
Course teams to indicate whether they wish to proceed for 2023/24 start. PGT schedule agreed.
F/SLTQC scrutiny of UG courses
CTC scrutiny of UG courses/exemptions where applicable
|November 2021||Deadline for Senate final approval of new UG courses for 2023/24 (for inclusion in the digital prospectus from Feb. 2022)|
|December 2021||Deadline for approval of all UG material information|
|January 2022||Marketing input UG material information into prospectus|
|February 2022||UG digital prospectus published|
|March 2022||Submission of PGT Phase 2 course documentation to Faculty/School|
F/SLTQC scrutiny of PGT courses
CTC scrutiny of PGT courses/exemptions where applicable
|May 2022||UG Open Days|
|June 2022||Deadline for approval of all PGT material information|
|July 2022||Final deadline for approval of unit detail (Phase 3)||Final deadline for approval of unit detail (Phase 3)|
Templates for collating and drafting required Phase 2 course and unit information can be accessed from the Academic Registry CT Phase 2 webpage.
The required information is split into the sections detailed below. Please see the Required Information webpage for further guidance on completing each section.
- Course-level Information (including Course Description) [Annex 3]
- Course Structure [Annex 4]
- Course Intended Learning Outcomes mapping [Annex 5]
- Oversight and Feedback [Annex 6]
- Phase 2 Unit Summary Information [Annex 7]
- Rationale for Course Design [see QA code of practice for details]
- Notification of course design intentions [Annex 8 Form 1] (Returns relating to this item to Academic Registry requested by 28th July)
- [Where applicable] Confirmation of requests to use flexibilities in the Academic Framework parameters [Annex 9 Form 2, plus Guidance Note] (Returns relating to this item to Academic Registry requested by 28th July)
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.