Curriculum Frameworkself Evaluation

Curriculum FrameworkSelf Evaluation

The Curriculum Framework / Comments from Programme Team / Reference to documentation (e.g. page number of Programme Spec/CAD)
Programme Design
To what extent are the Programme Outcomes transformational (i.e. written in terms of what students need to be able to do after graduating) and written so that they are understandable by students?
How has the programme been designed backwards from the outcomes?
How have you ensured programme cohesion/congruence (i.e. that it is programme focused rather than a collection of modules)
How have Stakeholders been involved in the design i.e. students & employers
How does your programme meet the requirements for electives (20 credits at level 5 and 6)
Have you written stage-learning outcomes?
Is there a minimum module size of 20 credits?
How have you ensured that stage 3 includes at least 20 credits of independent study?
Themes of the Curriculum Framework
1. Making Knowledge Work
GA1 – Able to apply knowledge to solve complex and real-world problems
How have you ensured that participatory learning takes place e.g. simulation
How have you ensured that student centred-learning predominates and include activities that focus on the application of knowledge to solve real-world problems?
How will students have the opportunity for workplace learning?
The Curriculum Framework / Comments from Programme Team / Reference to documentation (e.g. page number of Programme Spec/CAD)
2. Inclusive curriculum
GA6 – Effective at collaborating and respecting the opinions of others, GA7 – Able to demonstrate appropriate professional values.
GA11 – Interculturally and internationally aware, GA12 – Aware of social and civic responsibilities
GA13 – Able to work respectively and effectively with people from diverse backgrounds
How do you ensure the programme has a balanced and diverse learning and teaching strategy to optimise inclusivity?
How do you ensure the programme has a balanced and diverse assessment strategy to optimise inclusivity?
How do students learn from, with and about each other through collaborative and small-group active learning activities?
3. Research Informed Curriculum
GA3 – Skilled in research and enquiry
How has your programme design been informed by educational research?
How does the curriculum provide opportunities for students to learn through research and enquiry?
How do learners engage with current research in their discipline and interact and engage with researchers?
4. Student Engagement and Development
GA9 – Enterprising and creative in their approach to study and work
How do students engage in and influence their:

Academic experience

Social experience

Co-and extra-curricular experience

Welfare and support matters

The Curriculum Framework / Comments from Programme Team / Reference to documentation (e.g. page number of Programme Spec/CAD)
1. Assessment for Learning
How do you ensure that you provide timely, informative, supportive, specific and regular formative feedback so that students can improve the quality of their work before summative end of stage assessments?
How do students provide feedback so that academic staff are aware as to how well they have understood content and concepts to help shape future learning and teaching?
How does your assessment strategy develop students to judge their own work and that of their peers against agreed standards?
How are students involved in assessment practices including the setting of assessment criteria?
How are assessments aligned to programme outcomes? E.g. through assessment mapping
How do you ensure you have a range of appropriate assessments to reflect the diversity of students and optimize inclusivity?
How are students permitted a choice in their assessment methods?
Is there a maximum of 60% of summative assessment in any semester?
What programme focused or synoptic assessments do you have?
2. Education for Sustainable Development
GA14 – Literate in sustainability
How does your programme develop skills in sustainability literacy and encourages students to engage effectively and confidently with sustainability issues/challenges?
The Curriculum Framework / Comments from Programme Team / Reference to documentation (e.g. page number of Programme Spec/CAD)
3. Collaborative Learning
GA5 – Proficient at communicating with others through a range of media
GA6 – Effective at collaborating and respecting the opinions of others
GA13 – Able to work respectively and effectively with people from diverse backgrounds
How have you incorporated significant collaborative learning experiences in the programme?
How are collaborative learning tasks designed to engage students in enquiry, problem-solving, discussion and decision-making?
How do you ensure that collaborative learning tasks are authentic, forward looking and aligned to programme outcomes and the assessment strategy?
How are learning activities student-centred so the instructor’s role is a designer and facilitator of learning rather than teacher-centred?
4. Technology-Enhanced Learning
GA10 – Digitally literate and able to manage information effectively
How have you embedded appropriate technology into the programme to support and enhance learning, teaching and assessment?
5. Enquiry-based learning
GA2 – An independent learner and a critical and creative thinker, GA3 – Skills in research and enquiry
How will students learn using enquiry-based learning in the programme?
6. Transition to learner autonomy
GA4 – Aware of own capabilities and able to manage themselves, GA8 – Able to identify learning needs & take action to improve performance
How will students reflect on their learning through a structured portfolio or learning log?
How are students able to develop their own learning goals?
How do learning activities promote the development of the autonomous learner through the construction of their own knowledge?
The Curriculum Framework / Comments from Programme Team / Reference to documentation (e.g. page number of Programme Spec/CAD)
Graduate Attributes (see appendix)
How do the programme outcomes develop the Bradford Graduate Attributes?
How are the development of the graduate attributes aligned with the learning and teaching strategy and the assessment strategy?

Last updated Dec 14

Appendix

Graduate Attribute / Employability Capability
Academic Development and Critical Thinking.
The Bradford Graduate is:
•Able to apply knowledge to solve complex real-world problems and show proficiency and creativity in decision making / Problem solving and decision making
Innovation and Enterprise
•An independent learner and a critical and creative thinker. / Management of self and own performance
•Skilled in research and enquiry. / Information and digital literacy
Employability and Professionalism. The Bradford Graduate is:
•Aware of their own capabilities and able to manage themselves / Management of self and own performance
•Proficient at communicating with others through a range of media. / Communication skills and presentation skills
•Effective at collaborating and respecting the opinions of others / Team and customer working
•Able to demonstrate appropriate professional and ethical values. / Professional Values
•Able to identify their learning needs and take action to improve their performance / Managing self and own performance
•Enterprising and creative in their approach to study and work. / Innovation and Enterprise
•Digitally literate and able to manage information effectively / Information and digital literacy
•Able to demonstrate commercial awareness by relating their learning to a commercial or business perspective / Business and Commercial awareness
Team and customer working
Financial Literacy
Inclusivity. The Bradford Graduate is:
•Interculturally and internationally aware. / Professional Values
Business and Commercial awareness
•Aware of social and civic responsibilities.
•Literate in and committed to the principles of sustainability

Last updated Dec 14