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. This page details the information required in each key area. All finalised information must be submitted via the Phase 2 and 3 CT App system.
Course-level information

Information required to set up courses (and their variants):

Course title: (automatically generated from other information fields submitted).

Course level: UG or PGT (select relevant option from dropdown menu in CT App).

Course type: (select relevant option from dropdown menu in CT App). See this Guide to Course Types document to help select the correct option for your course.

Intended final qualification: the academic award gained upon successful completion of the course e.g. BA (Hons) (select relevant option from dropdown menu in CT App).

Intended award title: your approved course title that accurately reflects the subject(s) studied.

Duration of full-time course: number of years.

Owning department: (select relevant option from dropdown menu in CT App).

Variants: where applicable, off-campus activity types (select relevant options in CT App).

Main location of study: where/how the majority of learning takes place, from: 'Bath', 'Pall Mall', or, 'Blended or Distance Learning' (select relevant option from dropdown menu in CT App).

Awarding bodies: assume University of Bath unless any academic partnership exists.

FHEQ level: academic level of the intended award (automatically generated based on other selections).

Accreditation: specific accreditation type and body/ies. Select from HESA-maintained list available here.

Entry requirements: The minimum expected academic and, if applicable, experiential requirements for entry to the course(s). Also to include any additional requirements e.g. DBS.

Exit awards: Awards available if student cannot/does not achieve the intended award. If named exit awards state the learning outcomes achieved and any contributing units.

Additional costs: Costs beyond tuition fees that may/will be incurred. Anything that students may feel is surprising.

Course Description

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. Finalised text should be added to the relevant section in the CT App. HoDs have responsibility for confirming that copy is accurate as part of the oversight process.

Course summary: 1-2 sentences on what the course is about. (160 characters with spaces included)

Course approach: List the key selling points of the course (max 10 items). What will students learn and when? How is the Bath course special or unique? Why will the Bath course at Bath be different to studying elsewhere? Who'd be the ideal applicant for the course? What careers does the course prepare them for? (1,200 characters with spaces included)

Teaching: Describe the general approach to teaching and how students will gain from this. Include key survey results (e.g. NSS/PTES) if appropriate. (400 characters with spaces included)

Learning: Provide broad overview headlines of delivery methods appropriate for prospective students. (List-format, choose from: Field course; Design projects; 100% online lectures, seminars and practicals; Video materials; Interaction and networking; Laboratory sessions; Lectures; Online resources; Practical Sessions; Seminars; Tutorials; Workshops; Real-life case studies)

Assessment: Provide broad overview headlines of assessment methods appropriate for prospective students. (List-format, choose from: Attendance; Blog; Clinical examination; Coursework; Data analysis practical; Dissertation; Dissertation (MSc route only); End point assessment; Essay; Multiple choice examination; Online assessment; Online web-forum contributions; Oral assessment; Policy brief; Policy evidence and data review; Portfolio; Practical work; Presentations; Public Policy case report; Residential; Seminar; Take-home examination; Thesis; Work-based placement; Written examination)

Professional development: How does the course prepare students for placement and graduate positions? Skills could include lab work, data analysis, presentation skills, writing for academic and research purposes, and anything else that is specific to your subject area. (400 characters with spaces included)

Specialist facilities: Detail unique facilities that will support student learning (e.g. specific lab spaces, equipment). Written in non-specialist language. (1,000 characters with spaces included) 

Placement: If applicable. What will a student gain from a placement? What preparation is provided? Examples of employers. Is a placement compulsory/guaranteed/paid? (1,000 characters with spaces included)

Study abroad: If applicable. What will a student gain from study abroad? What preparation is provided? Examples of locations. Is it compulsory/guaranteed/extra funding required? (1,000 characters with spaces included)

Careers: Type of positions students are recruited to, including some recent employers. (400 characters with spaces included)

Professional accreditation: Details on accreditation if applicable. (250 characters with spaces included per accrediting body)

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. ILOs 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. Course and unit level ILOs are important aspects of course design, and are required for Phase 2 and 3 approval.


  • A maximum of 12 individual ILOs per course.
  • Each ILO should be assigned to one or more categories from: 'knowledge and understanding'; 'intellectual skills';  'professional and transferable skills'.
  • An additional statement is required for each of 'Placement' and 'Study Abroad' where relevant. These statements are not assigned to a category.

To help you write your CILOs, see the guidance and resources page. 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 (available from the Phase 2 and 3 Overview page) to collate your draft Intended Learning Outcomes. Units will need to be mapped to CILOs. This indicates where CILOs will be summatively assessed during the course. The map will help demonstrate that all CILOs are suitably addressed by the available units, and that all students will be able to meet the CILOs regardless of any optional units they might take.

Rationale for Course Design

Note: the Rationale for Course Design was revised in February 2020 based on feedback from academic colleagues. The revised approach includes additional spaces to outline key features of course design, and clearer articulation of the prompts.

A drafting template is available from the Phase 2 and 3 Overview page. When finalised following F/SLTQC, this information should be added to the CT App for submission to CTC.

The Rationale for Course Design statements are to aid Curriculum Transformation Committee, in lieu of hearing from you in person, in understanding the thinking behind your approach to course design. There is no expected style of writing beyond articulating the overall value/benefits of the revised course as clearly and concisely as possible, and there are no strict upper or lower word limits.

Transformation highlights

Required: How has your Phase 2 and 3 course development built upon Phase 1 activity, including the course vision? How have you responded to feedback received in Phase 1, including from Curriculum Transformation Committee?

Required: Please outline three key learning and teaching features that have enabled you to realise the Phase 1 course vision (aligning these to the principles of Curriculum Transformation). Max 250 characters (including spaces) for each highlight statement.

Note: these may be finessed and used for marketing and promotional material in the future (hence the character limit).

Required: How do the features outlined above contribute to the distinctiveness of the course?

Note: this is about articulating the overall value/benefits of the revised course, of which distinctiveness could be a part. Consider talking about: why you have made the design choices you have; how this will make things better for students and staff; what makes you proud of this course

Articulating a course-wide approach to learning and embracing assessment for learning

Required: Explain how the course design and assessment strategy support the student journey and achievement of the course intended learning outcomes. Key prompts to consider as part of your response:

  • How does the course structure, including summative assessment, support student progress through each course year, including placement/study abroad variants?
  • How is the choice and variety of summative assessment tasks informed by the course intended learning outcomes and graduate attributes?
  • How will formative assessment opportunities (where these have been considered thus far) be embedded to support student progress?
  • How will you support the needs of all learners, including in their transition into the course, taking account of student diversity and differences in prior learning?

Optional: How have accrediting body requirements (where relevant) informed or influenced your course design?

Additional notes

Optional: Are there any other points you wish to highlight or note? If you are including additional documentation (for example, visual aids of your course structure, or before/after transformation infographics) with your submission to CTC, please also note these here.

Unit-level information

A Unit-level Drafting Template is available from the Phase 2 and 3 Overview page to help you collate your draft ideas. When finalised by F/SLQC, this information should be added to the CT App.

Items marked with * are recognised either as being provided indicatively at this point in time, or as required outside of the Phase 2 and 3 deadline (and therefore not subject to approval at this stage).

Unit title: maximum 120 characters, succinct enough for a transcript. This will appear in the ‘Credits’ section on the unit catalogue webpage.

Credits (ECTS): in line with Academic Framework and Regulation guidelines.

Level: FHEQ values: choose from 4, 5, 6, 7. Should align with course year in which unit is to be taught, where 4 is Year 1.

Unit owning department: The department responsible determining the outcomes of the unit (i.e. the department where the Board of Examiners is located). Included on the programme catalogue webpage.

*Unit convenor: the academic responsible for delivery of the unit. Does not appear online.

Teaching department(s): if different from owning department then specify:

  • departments the academic(s) teaching the unit is/are located in.
  • percentage split between teaching departments.

Unit synopsis: maximum 500 characters, including spaces. This will appear in the ‘Description’ section of the unit catalogue webpage. Style guide:

  • Please keep language simple and jargon-free.
  • Begin with an active verb, e.g., ‘develop’, ‘advance’ ‘conduct’ ’work’, ‘explore’.
  • Don’t repeat content contained in the unit title.
  • Include the real highlights/unique elements here.
  • Address the audience directly, e.g., ‘you will work in teams’.
  • Never use words or phrases that could be misconstrued as a promise of a guaranteed future reward or benefit (against CMA – e.g. ‘Become an expert in’, ‘Develop expertise’).
  • To reduce the amount of unit change over time detail which might need updating every year should be avoided.
  • Things to include: What's unique about this unit, or the teaching on it? What technology will students use? How will students benefit from taking this unit? Does it feature guest lectures from industry experts?

Unit Intended Learning Outcomes: the knowledge and skills students will be assessed against. Published in the unit catalogue and any unit outline provided by the department.

*Unit content: description of content, rather than the unit synopsis. To reduce the amount of unit change over time detailed content which might need updating every year should be avoided.

Requisites: information about any unit dependencies, including, Type (co-requisite; pre-requisite), Name of requisite units.

Related Course Intended Learning Outcomes: the course-level intended learning outcome(s) to which the unit is mapped.

Other course availability: indicate whether the unit-owning department allows this unit to be used by other courses (e.g. the equivalent of ‘service teaching’).

Period the unit will run: Choose one from: Semester 1; Semester 2; Academic Year; Calendar Year (e.g. 52 weeks); Summer Vacation. Included on the unit catalogue webpage.

Teaching and learning activity types: common, defined types of delivery, from: lectures; seminars; group projects; tutorials; online learning; independent study; design studio; laboratory classes; problem-based learning classes. This will appear in the ‘Description’ section of the unit catalogue webpage.

*For each type of activity above:

  • Duration (in hours).
  • Teaching pattern (when activity will be running).

Indicative resource requirements: indicate, from: Flat GTA; Computer Lab; Tiered lecture theatre; Seminar room; Specialist facilities (department-owned); Other resource requirement(s).

Total hours: ECTS credits x 20. This will appear in the ‘Notional study hours’ section of the unit catalogue webpage.

Total contact time: from the teaching activity details provided above. TBC: This will appear in the ‘Notional study hours’ section of the unit catalogue webpage.

Total individual study time: total hours (as above) minus contact time. TBC: This will appear in the ‘Notional study hours’ section of the unit catalogue webpage

*Staff teaching on the unit:

For each summative assessment task:

Method: high-level classification, from: Examination; Coursework; or, Practical. This will appear in the ‘Assessment summary’ section of the unit catalogue webpage.

Type: more detailed version of above method e.g. essay, poster, case study, dissertation, project report etc. This will appear in the ‘Assessment detail’ section of the unit catalogue webpage.

Timing: indicative only: choose approximate week number between 1 and 52, where Week 1 is Semester 1 teaching week 1. Week 52 is welcome week. See academic year charts for specific years.

Weighting: percentage contribution the mark for the task makes to the unit mark. This will appear in the ‘Assessment summary’ section of the unit catalogue webpage.

Is assessment task designated as ‘must-pass'? whether the task must be passed to pass the unit. Only if multiple assessments in unit. This will appear in the ‘Assessment summary’ section of the unit catalogue webpage.

*Group work: whether the assessment is designed to be undertaken by a group of students working together. If Yes, will the mark be the same for the group or individually differentiated?

*Assessment task title: a meaningful description succinct enough for a transcript.

*Examination arrangements: to include:

  • Duration:
  • Closed/open book:
  • If open book, the permitted material:
  • Material to be provided in the exam (e.g. calculator, formulae book etc.):

*Assessment details: how to complete the assessment including any restrictions such as word length.

Reassessment: either ‘like for like’ (e.g. same format as original task) or state what it is if different.

HoD endorsement: Where unit or unit content is delivered by another department, confirmation that this is endorsed by the delivering HoD and Faculty.

Further information

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 to submit Phase 2 and 3 information

All finalised information must be submitted via the Phase 2 and 3 CT App (see link to the right for guidance).

Phase 2 and 3 CT App Guidance

Phase 2 and 3 CT App Guidance

A bespoke system has been created to collate course and unit level information generated from Phase 2 and 3 activity. This page contains guidance on using the system, including setting-up your course record and completing each of the key sections.

Read more

Related pages

Phase 2 and 3 Overview

Phase 2 and 3 Overview

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. Find out more here.

Read more
Phase 2 and 3 Course Design Process

Phase 2 and 3 Course Design Process

This page outlines a suggested approach to Phase 2 and 3 activity; an evidence-based, and sustainable approach to course development, with teaching and learning at the heart of design thinking.

Read more
Phase 2 and 3 Feedback and Oversight

Phase 2 and 3 Feedback and Oversight

Feedback and oversight supports development activity, enabling opportunity for stakeholders to provide relevant input that can inform course design. Find out more here.

Read more