Course Design Blueprint: Framework FAQs

1 credit continues to equate to 10 learning hours, therefore there will be a total of 300 hours of learning for a 30 credit module. As with our current delivery, a significant proportion of these hours are likely to be self-directed / self-guided, and will include time in labs, specialists facilities etc. where relevant. There is no expectation that teams will change the overall proportion of tutor structured learning time to be delivered relative to the size of the module. 

Tutor structured learning includes live delivery and other activities that the tutor has designed to be completed synchronously or asynchronously. The amount of tutor structured learning hours may differ at each level of study in line with the University's Learning, Teaching and Assessment Strategy: guided, negotiated, independent. 

60 credit modules will be permitted in exceptional cases, likely limited to where there are placement or practice learning demands. 

For postgraduate only, the dissertation module will be 60 credits with no exceptions. 

The expectation is that modules will equate to 30 credits. 15 credit modules are available as an exception. There will be a limit of 2 15 credit modules per academic level. 

15 credit modules will normally be delivered in pairs, either consecutively (i.e., 3 week + 3 weeks = one 6 week block) or simultaneously (over one 6 week block). 

Course teams may choose to design and validate multiple 15 credit modules to be offered as optional modules, however, students will still only be able to take two 15 credit modules in any one academic year. 

Where apprenticeship End Point Assessment demands specific credit structures, exceptions will be made and agreed through validation or reapproval processes. 

There needs to be a clar pedagogical rationale to deliver a pair of 15 credit modules rather than a standard 30 credit module, and this should be explored through the course design and development (CDDE) process. 

Where a PSRB requires particular content or structures, 15 credit modules can be used to meet these demands, although the detail of the requirements should always be checked, rather than assumed as there is often a level of flexibility. 

Where there is a sound pedagogical argument, there is some flexibility in how the 15 credit modules can be leveraged. As an example: 

One course team has chosen to validate a 15 credit module that round year long to capture a number of work experience and employability skills. The module structure for the year is a long, thin credit module running alongside the following pattern: 

Block 1 = 30 credit module

Block 2 = 30 credit module

Block 3 = 15 credit module

Block 4 = 30 credit module

Dissertations on undergraduate qualifications will be 30 credits at Level 6. 

The dissertation module for postgraduate courses will be 60 credits with no exceptions. 

Where apprenticeship End Point Assessments demand specific credit structures, exceptions will be made and agreed through validation or reapproval processes. 

If a course is expected to attract a significant number of part time students, consideration should be given to delivering a dedicated part time version where 30 credit modules are still delivered sequentially, but are adapted to be completed over a 14 week period (including the assessment window). Tis model will be set out in the academic calendar due to be published in the almanac early in 2025. 

If full time students are also expected, it may be necessary to run two deliveries and resources should be discussed within Schools. An alternative option is to adopt a single standard delivery using the postgraduate calendar, with part time students using a block-on / block-off approach to reduce the overall intensity of their studies. 

Assessment is part of the learning process. Creative and innovative approaches to assessment are encouraged, and the starting point for this is always designing the right assessment mode for the learning that needs to be demonstrated. Course design and development events should be used to consider assessment approaches including the effective use of formative assessment to support students in developing summative assignments of the duration of a block. 

We encourage course teams to discuss their approaches to assessment for the whole course, and module leaders to carefully consider:

• how the assessment securely and fairly measures the learning outcomes
• the AI resilience of the assessment and the fair use of AI within it
• the use of real-world scenarios that contribute to employability where possible
• assessments that are consistent in terms of cognitive load and effort required to demonstrate the learning outcome(s)
• the variety and range of assessments across the course, building incrementally through levels, and deploying a range of skills commensurate with the level of learning. 

Yes, and the approach is set out in the relevant Framework and Regulations. We encourage course teams to discuss how and when they might adopt synoptic assessment during their course design and development events. 

Guidance will also be developed as part of the course design blueprint. 

We will be moving to a weighted contribution of 30% from level 5 modules and 70% from level 6 modules. The degree algorithm will use all from level 5 and level 6, with a weighting of 30/70. 

Where there are at least 60 credits with marks attached at level 5, level 5 credit will always contribute 30% to the degree algorithm, but where there are fewer than 60 credits with marks attached at level 5, the overall degree mark will be determined by all available credit at level 6 only. 

We will always use the unrounded module result to calculate the classification. 

Level 4 modules will not contribute to the degree classification. 

The number of whole modules marked on a pass/fail basis previously limited to 40 credits will now be limited to 30 credits. 

While the number of modules may reduce, each level of study has the same number of credits and so there is space to deliver an equivalent amount of content. This presents an opportunity to refresh our module titles and descriptions to make sure they are informative and exciting, and to consider how longer blocks can allow for themes to be linked or combined and effective curriculum sequencing. 

We will be working with colleagues in MCI to develop appropriate promotional materials and to ensure the range of opportunity offered by our programmes is as broad as those offered by other universities. 

Teams may wish to consider the options for viable, stand-alone modules as part of the course design process, but the initial focus will be on developing and delivering whole programmes.

The Academic Framework Group has a dedicated communications workstream and a detailed plan has been developed in conjunction with the Students' Union. 

An initial communication was included in the 'welcome back' information sent to students in September 2024, focusing on the opportunities for the student voice to be included in the course design process. A more intensive set of comms are due to be shared in the 2025 calendar year, starting after the winter break. 

Communications are to include a student facing FAQs page on the Student Hub which includes the academic calendar for transparency. All staff are able to see the messaging in the Student Hub. Students will be signposted to the interim Director of Learning and Teaching, with further support from colleagues in Registry and Student Life. 

Continuing students will receive an official announcement with an explanation of the changes and links to the FAQs page, as well as reminder notifications in the build up to their return to campus. Intercalating / part time students will also receive further email comms to ensure that they are able to plan accordingly.

Current applicants will be informed of changes to their courses once the final course has been approved. 

In developing the revised Framework and Regulations, the University has modelled potential student outcomes and is assured that students will not be impacted by the changes. For students with a mixed profile including both 20 and 30 credits, the award will be calculated in accordance with the regulations, including all 120 credits at level 5 and 6, 30/70 weighting. A subsequent additional calculation based on the best 100 credits at 40/60 weighting of levels 5 and 6 will also be undertaken to determine which is the most favourable for the student.

There will be complex profiles which will need to be reviewed on a case by case basis, with additional internal guidance and examples shared with both colleagues and students. 

The arrangements set out in our regulations also reflect those in use by many other universities across the sector. 

The majority of courses will be expected to transfer students to the 30 credit framework at all levels. Where teams have already agreed teach out with their Associate Dean, students can be taught out on the 'old version' of a course while the new version is introduced. The old course can continue to be modified in the same way. 

If students are to be transferred, a careful mapping should be completed to ensure that overall, students will continue to meet the level and course learning outcomes, and any duplication of coverage is avoided. Mapping should be completed by the course team as part of the reapproval process. Where possible, scenario planning should be completed to consider which modules a transferred student would need to (re)take in the event of refer or defer. 

In the first year of deliver of the new course, for students studying at levels 5 and 6, it may be necessary to make adjustments to the new course to ensure that all learning outcomes have been met, and to avoid duplication. We encourage course teams to discuss their courses with their Associate Deans and the Head of Quality.

Many students will complete their studies with mixed framework profiles, unless teams can successfully teach out students on the existing 20/40 credit framework. The Assessment Regulations detailing how outcomes will be calculated are currently being developed and will be approved ahead of the 2025/26 academic year. 

It is acknowledged that some students (including those needing to retake credits or take a break from study) will have complex profiles. It may be possible to map out some circumstances at the point of reapproval. Early discussion of options for students is encouraged, with teams advised to contact academicregistrar@uos.ac.uk for advice. Some possible scenarios may include bridging modules or accruing extra credit by taking a 30 credit module. We are working with our finance team to ensure students are not financially disadvantaged, 

Full guidance and opportunity to discuss potential scenarios will be made available to course teams. 

Our regulators increasingly require very detailed information from us regarding our calendar and delivery. To ease burden and provide greater clarity for prospective and current students, a 5 year rolling calendar has been produced and approved by the University Executive and Senate. All courses must adhere to approved standard calendars (UG or PG version), with any exceptions considered and approved by CELT. The standard academic calendar includes mid-year start points. the approved calendar and further guidance on the consideration of variations (including deadlines) will be published in early 2025. 

We are adopting a consistent and persistent approach to timetabling to improve and enhance the academic experience for our students. We are developing principles for our approaches to timetabling which will be adopted over the next two years as we roll out our new academic framework. 

Wednesday afternoons will continue to be made available for non-taught activities wherever possible, with reduced teaching allocation on Wednesday mornings to support course teams in wider university activity or completion of administrative functions.