Our progressive approach to learning, or formative philosophy, means that students should be supported in developing confidence, skills, knowledge and independence throughout their learning journey with us. This is supported through different pedagogical approaches, which deliver experiences of learning which are presented below, along with some examples for each of the phases.
During the negotiated phase of learning, students hold be able to draw on some of the experiences gained through the guided phase of learning. There will be a reduction in directed learning, with a blend of suggested and self-determined materials and activities. These should encourage students to take a greater ownership of their learning.
The expectation for independent learning at Level 6 sees students begin to take the lead in their learning. They source and critically evaluate resources, materials and methods, independently addressing their learning and development needs.
Principle
In a guided learning approach we can expect students to need more direction and support in their learning. For some students the transition into University level study can be particularly challenging, so careful consideration should be given to how this transition is supported through guided study. Tutor-structured learning will be more substantial than later years, and detailed guidance provided for independent study. Assessment should be 'smaller', low risk and offer plenty of opportunities for early feedback. Assessment should be primarily formative, and support students in developing confidence in different types of learning activity, e.g. group work and presentations.
A typical example
Levels 3 and 4 studies form a transition into higher education through the provision of a clearly structured learning experience, with the emphasis on enabling students to develop, practice and gain feedback on their learning. At this level of study:
Principle
During the negotiated phase of learning, students hold be able to draw on some of the experiences gained through the guided phase of learning. There will be a reduction in directed learning, with a blend of suggested and self-determined materials and activities. These should encourage students to take a greater ownership of their learning.
A typical example
Level 5 study requires students to take more responsibility for how they plan their learning activity. At this level of study:
Principle
The expectation for independent learning at Level 6 sees students begin to take the lead in their learning. They source and critically evaluate resources, materials and methods, independently addressing their learning and development needs.
A typical example
Level 6 studies require a significant level of student independence in their engagement in learning. At this level of study:
The importance of supporting students as they join the University and progress to their next year of study can not be underestimated. As new students join the University they are encouraged to engage with the Welcome Module (in Brightspace) which explains the experience of being a student at our University and introduces core skills in relation to academic study, personal resilience, wellbeing and growth. Early conversations in each year as part of individual and or group Personal Academic Coaching sessions can also help students to understand the journey ahead of them in the next year, as well as our expectations of and for them, and what they should expect from us in turn.
Your approach to progressive learning should be explicitly documented in the validation document / developmental commentary for your course as well as in the Course Handbook, so that students have a clear understanding of the kinds of learning they will experience. You should also carefully articulate how your course recognises the challenges Level 4 study may present some students, and what additional steps are taken to support the transition into University level study.
| Exemplary | Accomplished (Baseline) | Promising | Incomplete |
| The learning experience, both contact time and other planned activity, particularly at higher levels, is owned by both the tutors and the students, working in negotiated partnership to optimise the learning and progression of students. |
Module contact time is consistently reduced through the levels of study, and this is reflected within modules, albeit varied to suit modules’ focus and outcomes. The nature and structure of contact time reflects the transition from guided learning through to independent learning, is consistent across modules at each level, and requires students to take progressively more ownership of their learning. |
Planned contact hours tend to reduce over the course of the students’ progression through the course, but this is not evident across modules. Contact time in earlier modules tends to provide more structure to students’ learning, whilst in later modules there is more expectation for students to use contact time to lead and inform their learning activities. |
The planned contact hours for some related modules in different levels exhibit reductions in contact time in higher levels. The nature of planned contact time varies somewhat through the course, with some adjustment to reflect the change from guided learner to independent learner. |
| Course and module outcomes and assessments encourage the students’ use of independent learning skills and time to pursue their own passions and interests. | There is a planned and structured approach to developing and supporting the students’ independent learning skills, and encouraging their effective use in support of the students’ learning, situated throughout the course. | Guidance and support in making effective use of independent learning time is included at each level, and activities designed to support the development of students’ independent learning skills are integrated into the curriculum. | Students are given some guidance on how to use the independent learning time included in the course, mainly at the start of the course. |