Course Design Matrix

School Information*

Course Information *

Course NameCourse ID

1. Course Design Needs

Which of the following scenarios would best describe your course design needs at this point in time?

Foundations, Keystones & Cornerstones

	Course Design Need
Foundations, Keystones & Cornerstones Construction of a brand-new course.
Renovation Renovation of an existing course in need of significant attention to the delivery or student experience.
Refresh Updating an existing course which requires refreshing or updating of elements or modules

Foundations, Keystones & Cornerstones
Construction of a brand-new course.

Renovation
Renovation of an existing course in need of significant attention to the delivery or student experience.Refresh
Updating an existing course which requires refreshing or updating of elements or modules

2. Self-Evaluation Rubric

Reflect upon the following statements Course Design Blueprint and evaluate progress against each. The responses will help the Course Team and CELT colleagues identify best practice, recognise training needs, and ‘home-in’ on the areas which require development throughout the design process

Section A: The Course Design Vision

	Incomplete	Promising	Secure (Baseline)	Exemplary
The course rational and vision is clear, distinctive, and well-articulated
The Institutional Values have shaped and are promoted in the proposed course design and delivery plans (https://www.uos.ac.uk/about/our-university/)
The Learning and Teaching Strategy principles are distinguishable in course design and delivery plans (https://www.uos.ac.uk/media/uniofsuffolk/website/content-assets/documents/publication-scheme/Learning-Teaching-Assessment-Strategy-2023-2030-a.pdf)
Learning and teaching on the course is progressive, through which students develop confidence and ability in relation to a range of skills, behaviours, and knowledge as appropriate for their course over time (Guided -- Negotiated -- Independent)
Course design is characterised as a holistic approach to person development to enable students to reach their potential, and goes beyond acquisition of subject-based knowledge
Curriculum content, design and delivery actively promote inclusive education
The course is designed to support students in realising the relevance of their learning and develop and apply graduate attributes and skills, ensuring students are equipped and ready to take up employment and career progression opportunities
Sustainability principles and practices are contextualised in the discipline and embedded in curriculum content, delivery features and educational experiences, to equip students with the knowledge, skills, and attitudes necessary to contribute to a more sustainable future

Section B: The Learning Experience

	Incomplete	Promising	Secure (Baseline)	Exemplary
Planned learning experiences are appropriate for achieving the outcomes associated with the modules and course
The ‘block and blend’ model for scheduling and sequencing learning has been implemented appropriately to best meet the needs of students, the subject matter, and placement learning
‘Tutor structured learning’ comprises of a variety of learning experiences (including, on campus, placement, collaborative, and individual) to enhance learning and progression in line with University policy
‘Tutor structured learning’ balances and spaces synchronous and asynchronous (tutor facilitated or non-facilitated) learning to promote high value learning beyond experience deemed timetabled lessons to encourage independent learning
The curriculum has been designed to promote ‘research-informed’ and ‘active’ learning, to expose students to research content, foster enquiry within the discipline, and places emphasis on developing skills of research and fostering a research culture
Authentic Learning activities are carefully planned throughout the course to encourage students to explore and inhabit real contexts and situations as an arena for applying and engaging in problem-based learning
Delivery encourages collaboration in learning communities (including peer learning, vertical learning, and extra-curricular activities)
Students can personalise their curriculum, where possible, to focus on relevant topics of personal interest or for specialism

Section C: Content

	Incomplete	Promising	Secure (Baseline)	Exemplary
Curriculum content conforms to the QAA Subject Benchmark Statements where relevant, Professional, Statutory andRegulatory Body (PSRB) standards, and/or Apprenticeship Standards (https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements) (https://www.instituteforapprenticeships.org/apprenticeship-standards/)
Course content has been shaped by, and explicitly promotes the UoS Learning Outcomes for Academic Skills , and Personal and Professional Development Learning Outcomes (https://ccucsac.sharepoint.com/sites/Hub-registryservices/SitePages/Policies-and-procedures.aspx)
Subject matter selection is clearly defined, modules form a coherent structure, and it is clear how students’ learning will progress through the module structure
Course aims are clearly defined and meet the principles detailed within the Course Design Blueprint
There is an appropriate balance between theoretical content and opportunities to practice or apply skills for role development and vocational proficiency
Content has been reviewed to ensure it goes beyond white European perspectives (has been decolonised), and highlights diverse figures within the discipline to students
Curriculum content ensures students are exposed to and engage with current research and innovation in the context of the discipline
Course content has been developed in consideration of the content that students are likely to have covered previously (E.g. Level 3 qualifications, GCSE, comparable entry overseas qualifications)

Section D: Delivery

	Incomplete	Promising	Secure (Baseline)	Exemplary
Teaching adopts an active and authentic learning approach, not being overly reliant on didactic lecturing, and is designed to be accessible to all students
Course delivery plans include supportive strategies to address disparities and gaps in knowledge
The course of study has a coherent structure, with due regard to balancing ‘interdisciplinary’ or ‘multidisciplinary’ approaches where there is opportunity
The course has been designed with opportunities for students to interact socially within structured activities
The course delivery plans feature opportunities for all students to work with employers, develop personal networks and reflect on self-development and career goals
It is clear how the structure works to support development of subject specific skills, attributes, and future aspirations
Delivery methods have been developed in consideration and anticipation of the needs of neurodiverse learners and equity needs (E.g. resources for both face-to-face and online learning)
There are plans to enhance delivery, communication, collaboration, and assessment with the use of technology (digitally enabled education) to engage students in learning and to encourage digital skills competencies

Section E: Assessment

	Incomplete	Promising	Secure (Baseline)	Exemplary
Course assessment is appropriately demanding, but manageable , with due consideration of submission date proximity, component workload, further demands on student time, staff workload, and level and skill.(https://libguides.uos.ac.uk/ld.php?content_id=34752183)
Assessment tasks and type securely and fairly measure progress in relation to Course and Module Learning Outcomes, assuring that students meet the necessary standards for an award
Assessment promotes connections between academic learning with skills for the workplace or enhances the student experience of real-world issues. For example, assessment may require design and implementation of research strategies, presentation of research findings or demonstration of skills in a simulated experience.
A variety of types of assessment or individual alternatives, where possible, are employed, with opportunities for students to demonstrate and gain credit for a range of skills, attributes, and talents and to meet the needs of neurodiverse learners
Assessment design and strategies are appropriate for the level and reflect the progressive model of learning (Guided -- Negotiated -- Independent) with students expected to take more responsibility for the learning and activity involved in assessment at higher levels of study
Formative assessment and feedback opportunities support students with preparation for summative assessment
The potential for academic misconduct or malpractice has been appraised during assessment design
Assessments have been designed to minimise risk of unethical or regulation breaching assessment undertaking (E.g. promotion of context specific or continuous assessment which requires authentic human input and is subsequently less prone to AI-powered generation)

Section F: Quality and Governance

	Incomplete	Promising	Secure (Baseline)	Exemplary
Defined learning outcomes have been aligned to the relevant level of achievement outlined in the UK Quality Code for Higher Education Frameworks for Higher Education Qualifications (FHEQ), and guided by QAA Characteristic Statements (where applicable), or QAA Apprenticeship Characteristic Statement (https://www.qaa.ac.uk/docs/qaa/quality-code/revised-uk-quality-code-for-higher-education.pdf?sfvrsn=4c19f781_24) (https://www.qaa.ac.uk/the-quality-code/characteristics-statements)(https://www.qaa.ac.uk/docs/qaa /quality-code/higher-education-in-apprenticeships-characteristics-statement.p df?sfvrsn=1438a081_6)
Course and module structure principles and module designation meet the structure requirements for awards as set out within the relevant UoS Assessment Regulations and Frameworks (https://ccucsac.sharepoint.com/sites/Hub-registryservices/SitePages/Policies-and-procedures.aspx)
The course team have identified and explored with the Quality Team and/or relevant Professional Services any elements of innovative or non-standard delivery which may need wider consideration. (e.g., non-standard entry requirements or non-standard delivery models)
Students have been actively engaged as partners in shaping curriculum design plans
The proposed course design features address any issues identified through continuous monitoring as requiring development (E.g. Student survey and module feedback from the previous academic year)
Employers have had input and shaped the design and delivery features to ensure students develop the knowledge, skills, and behaviour to meet the needs of employers and economy
Where appropriate, external specialist (s) (which may include External Examiners) have been consulted upon throughout the design process to assure and verify comparability of academic and professional standards appropriate for the discipline/subject and meets pre-requisites for awards
The course team have identified potential challenges or barriers for implementation of the proposed course design and deliberated alternative approaches which could be taken without compromising the quality of the student experience on the course

Which activities would support the Course Team on the next steps of your course construction, renovation, or refresh? (Select all which apply)

	COURSE DESIGN ACTIVITY MENU
COURSE & MODULE STRAPLINES Defining the purpose and mission for your course
COURSE STORYBOARDING (https://libguides.uos.ac.uk/celt/cdb/storyboard) Developing a vision & narrative, connecting outcomes and skills
MODULE STORYBOARDING Connecting theory - practice - assessment - delivery
DESIGNING THE BLEND Designing the activities for learning
BUILDING THE BLEND Developing the course and modules in Brightspace
PEER SUPPORT Signposting to colleagues who may be able to provide advice and guidance on a specific feature of course design
COURSE TEAM CPD Specific training on a specific theme from the Course Design Blueprint
MILESTONES Action-planning to maintain momentum and for further enquiry into design features

Please detail which specific course design feature you wish to explore:

Please detail the training needs or themes you wish to explore: