Curriculum Framework for Course Design at the University of Wolverhampton: Guiding Principles 

The University of Wolverhampton's Curriculum Framework promotes an engaging learning culture of inclusivity, lifelong learning, and collaboration. It emphasises personalised support while considering sustainability, innovation, and career readiness. This approach creates a dynamic learning environment for academic, personal, and professional growth and the success of our students.

The Curriculum Framework comprises of four sections, presented in short form summary below.

This sub section discusses structural considerations for course design at the University of Wolverhampton. Key points include: 

• Development Areas: Course outcomes should focus on KNOWING, DOING (skills), and BEING (self- awareness and attributes). 

• Credit Size: Courses are made up of modules of 30 credits in size, or multiples thereof. 

• Foundation Stage and Level Four: The initial semester assessments at these levels are conducted as formative. 

• Personalisation: Where optional modules are used, they are limited at early stages, with more choices at higher levels, and clear guidance for students. There should also be opportunities for students to personalise their learning within modules and assessments. 

• Assessment: Should be manageable, with one or two summative assessments per module, and strategies to ensure workload matches credit value. 

• Delivery Methods: Both block and semesterised delivery are allowed, with evidence-based approaches to support student success. 

This approach aims to balance efficiency, student workload, and the development of essential skills and attributes. 

Pedagogic Principles 

This sub-section outlines pedagogic principles for course design at the University of Wolverhampton. Key points include: 

• Transition Support: Embedding support for all students transitioning into university, which considers both academic and social dimensions of belongingness. 

• Scaffolding: Gradually increasing complexity and independence in skills and knowledge through a spiral curriculum as students progress. 

• Learning Environment: Combining in-class participatory learning with out-of-class activities, supported by the Virtual Learning Environment. 

• Project Readiness: Preparing students for working with supervisors and independent research before starting major projects or dissertations. 

• Formative Feedback: Providing formative opportunities distinct from summative assessments, with timely feedback to help students improve. 

• Research-Informed Content: Ensuring content is informed by current research and includes opportunities for students to develop research skills and engage with contemporary issues. 

This approach aims to create a supportive, engaging, and research-informed learning experience for students. 

Professional Development 

Our curriculum focuses on delivering future ready education integrating enterprise, social responsibility, and sustainability through interdisciplinary collaboration to prepare adaptable and innovative graduates. This is underpinned by the Graduate Attributes Framework. Key points include: 

• Graduate Attributes: Graduates from our courses will be Global Citizens, Knowledgeable, Professional, and Digitally Fluent. 

• Course Design: Courses should seek external accreditation and involve employers in design and update. 

• Skills Development: Essential skills like communication and the ethical use of data and AI should be embedded in curricula, with practical applications and industry examples. 

• Placements: The opportunity to complete placements or micro-placements will be offered to students. 

• Assessment: Authentic assessments should reflect industry and professional practices, including opportunities for professional portfolio development. 

• Student Support: Courses should provide support for students' career aspirations and placement 

experiences, including preparation, supervision, and reflection. 

This approach aims to ensure students are prepared for their careers with a strong set of skills and experiences. 

Equity and Inclusion 

At the University of Wolverhampton, we develop equity and inclusion in course design in collaboration with students. Key points in these considerations include: 

• Relatability: The curriculum integrates students' experiences, fosters belonging, and includes diverse perspectives and opportunities to facilitate relevant and meaningful learning. 

• Academic Support: Tailored support for students at entry, transition and assessment points, especially for those from underrepresented backgrounds. 

• Blended Learning: Consideration of students’ commitments outside of the classroom using the Virtual Learning Environment as an extension to in-person learning and learning communities. 

• Clear Communication: Using clear language in course documentation and communications to help all students understand expectations and opportunities for engagement. 

• Resource Accessibility: Providing resources in advance and in accessible formats, including recorded media with subtitles. 

• Assessment Fairness: Ensuring assessment methods align with professional standards and do not unfairly penalise students. 

This approach aims to create an inclusive and supportive learning environment for all students.