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 SharePoint 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 SharePoint App).

Course type: (select relevant option from dropdown menu in SharePoint App).

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

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

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 SharePoint. 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.

Course approach: General subject and how does Bath approach the subject. If applicable, what do you gain from the different pathways. 1,200 characters.

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.

Learning: Provide broad overview headlines of delivery methods appropriate for prospective students. List-format.

Assessment: Provide broad overview headlines of assessment methods appropriate for prospective students. List-format.

Professional development: Preparation for placement and graduate positions. Employability skills. 400 characters.

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

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.

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.

Careers: Type of positions students are recruited to, including some recent employers. 400 characters.

Professional accreditation: Details on accreditation if applicable. 250 characters 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.

CILOS:

  • 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 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.

Submissions in the Rationale for Course Design are not expected to exceed more than two sides of A4, or approximately 1000 words.

Course highlights: 

Please outline three key learning and teaching features that will make your new/transformed course distinctive to prospective students, aligning these to the principles of Curriculum Transformation.

Max 250 characters for each highlight statement.

Articulating a course-wide approach to learning: 

Describe a student’s journey through the course, giving a clear sense of how the structure supports student learning and builds towards achievement of the course intended learning outcomes. Your narrative should show how the Curriculum Transformation principles are reflected in your approach and how stakeholder feedback in Phases 1-3, including from students, has informed your course design. Be sure to address each individual year, including placement/study abroad variants.

The following prompts are intended to help you to formulate your narrative:

  • How does the structure of the course facilitate course-wide learning and assessment?
  • How are graduate attributes developed throughout the course?
  • How does the choice/structure of units help students to demonstrate links between all areas of study?
  • How does your design take account of students’ different prior learning experiences in all years of the course?
  • How does your approach take account of the diversity of your student body, including supporting student transition into Year 1?
  • How are knowledge and skills developed and reinforced throughout the course?

Embracing assessment for learning: 

How is the choice and variety of summative assessment tasks informed by the course intended learning outcomes and graduate attributes?

How does your assessment for learning approach seek to support the needs of all learners?

Is there group work? If so, how will students understand and be supported in the expectations of group work tasks?

Possible areas to consider:

  • The structure of units;
  • The sequencing of content and how assessment builds within and across units;
  • Formative opportunities;
  • Course-wide understanding of content/skills ;
  • Assessment load and timing;
  • The proportionality of assessment types and weightings.
Unit-level information

A Unit-level Drafting Template is available to help you collate your draft ideas. When finalised, this information should be added to the SharePoint Transformation Record for your course.

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 (CATS): 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 programme 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: CATS credits x 10. 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 summary’ 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 SharePoint App (see link to the right for guidance).

Phase 2 and 3 SharePoint App Guidance

Phase 2 and 3 SharePoint 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.

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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.

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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.

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