This document provides an overview of two workshops aimed at developing a curriculum framework. Workshop 1 introduces the framework and generates discussion around educational vision and philosophy. Participants develop course visions and explore key concepts, assessments, and teaching approaches. Workshop 2 focuses on mapping course design to the framework and ensuring balance across levels and courses. The document outlines the goals and activities of Workshop 1, including developing a shared philosophy through group discussions and building representations of desired student learning outcomes.

1. Curriculum Framework
Workshop:
Vision, ideas, philosophy
SLTI Curriculum Task Force

2. Overview
Workshop 1
• Introducing the Curriculum
Framework
• Generating discussion and a
shared educational vision
about your subject
• Developing course vision,
excitement and ownership
related to the framework
principles​
Workshop 2
• Mapping course design, to
the curriculum framework
• Agreeing key concepts,
assessments and learning &
teaching approaches
• Standing back to see the
balance across levels and
the course​ as a whole

3. Introductions and expectations

4. The plan
• Workshop about streamlining (under normal circs)
• Why a curriculum framework
• The theory; the data
• Reveal: Solent’s Real World Curriculum Framework
• Your philosophy - raw
• Activities to build your philosophy
• Your philosophy - cooked
• Next steps

5. Streamlining workshop
Data driven, but driving at these questions
• what potential is there for common core units in first year?
• where are the unexploited cross-overs?
• which units are unnecessarily small and niche in an
unhelpful way?
• which units aren't really working?
• where is there repetition?
• what is missing from our current offer?
• what problems of progression and helping students to
become increasingly sophisticated are there?
• what does student data say about their learning
experience?

6. Park those thoughts!

7. Why a new curriculum framework?
• Make a difference to the student experience
• …in a consistent and systematic way
• …but not in a strait-jacket
• Articulate our shared educational purpose
• Identify what makes us special and how we want to
grow and develop
• Develop a more thoughtful and theoretical approach
to curriculum design

8. Curriculum (n) running, chariot, course

9. Balancing the WHAT, HOW and WHY
PRODUCT: structuring and managing content (WHAT)
PROCESS: the lived experience (HOW)
PRAXIS: wider purpose of HE, social justice, equality
(WHY)

10. L.D. Fink (2003)
Creating significant
learning experiences:
an integrated
approach to course
design on college
courses
Significant Learning (Fink 2003)

11. Learning how to learn
Caring
Human dimension
Integration
Application
Foundational knowledge: Topics A, B, C, D, E, F, G, H, I…
The learning-
centred
paradigm
pushes
teaching and
learning in
this direction,
into multiple
dimensions of
learning
The content-centred paradigm pushes teaching and
learning in this direction, along one dimension of learning
Content vs learning-oriented (Fink 2003)

12. Intellectual development in a nutshell
Model Stage 1 Stage 2 Stage 3 Stage 4
Perry Dualism Multiplicity Relativism Commitment
Baxter
Magolda
Absolute
Knowledge
Transitional Independent Contextual
self-
authorship

13. Stage 1: Generating the framework
• Solent ‘distinctives’
• Aspirations
• Lived experience
• Other models

14. Where did we begin?

15. Consultation
(not just another brick in the wall)
 900 comments
 Responses to 7
dimensions
 Mainly from
students

16. Consultation: 9 x cafes
(n= 143/182 academic)
• 62 Kiviat charts
• 65 individual reflections
• 373 coloured cards
• 73 typed pages of
ethnographic field-notes

17. Thekiviatcharts

18. Thematic analysis of n=373 cards

19. Thematic analysis: first cut

20. Synthesis of themes
• Social and personal growth – emotional intelligence,
social awareness, respect
• Community, the world, industry, the environment –
outward facing
• Academic rigour – critical, creative and applied
• Inspiring research & inquiry problem solving, research
• Challenging and meaningful assessment
• Future orientation – intellectually stimulating for life

21. Not in a vacuum….
• Thrashing out since November with a small group
of academics and leaders
• Martin James; Stuart Ray; Lisa Dibben; Paul
Marchbank; Caroline Barfoot; Jonathan Ridley;
Osama Khan; Christine Fountain; Michelle Jones;
Claire Saunders; Julie Hall
• Thrashing out with ten Graduate interns in relation
to data and their recent student experience

22. Solent’sRealWorldCurriculumFramework

23. Ten minute activity
• Take a pair of dimensions, and thrash out in pairs what
they mean and potentially how they relate to each other
on the twitter feed - #blahdeblah
• On post-its: write one idea for (a) of what it might look
like; and one question (b) about what puzzles you.

24. Re-imagining your philosophy

25. Choosing adjectives
Individually
• Circle up to 5 adjectives that you think reflect
students’ learning experience in your classes

26. Choosing adjectives
In course teams
• Discuss the adjectives you have chosen.
• Choose five to represent the look and feel of
students’ experience on your course.
• Write each adjective on a separate piece of card
and add these to the curriculum wall.

27. Students look back….
Imagine:
It is ten years from
now. You are at a
conference and a
former student
comes to speak to
you…
I was on your
course, and the
incredible thing
I took away
from it was…

28. Your philosophy
• How would you like the sentence to end?
• Discuss your ideas. Make a note of words and phrases
that you like the sound of.
• Use these words and phrases to help you write a
single-sentence philosophy for your subject area.
• Add your statement to the curriculum wall.

29. Learning goals
• On your own complete this statement by quietly
thinking and writing - ‘By the end of this course, our
graduates will be…’
• Split into course teams (the ones you predominantly
teach on)
• Discuss as a group

30. Learning goals
• Agree five learning goals for your course, one for
each of the curriculum framework dimensions
(except for assessment)
• Critical creative applied
• Inspiring research and inquiry
• Outward facing
• Social and personal growth
• Intellectually stimulating for life
• Write your statements on the learning goals
flipchart and large post (use fat black pens!)

31. Are we there yet?

32. How do we get there?
• What kind of assessment tasks might be useful for
each of the learning goals?
• Spend some time looking at the cards. Add cards to
the pile if we have missed assessment types in your
discipline.
• Nic/Christel will have made headings of each
learning goal. Place assessment types likely to
achieve each outcome under each heading.

33. The living course
Individually:
• Use the Lego® to build a representation of a
student who has been through your course.
• How do they think differently? What can they do?
How do they approach doing tasks? What habits of
mind have they built? What do they not do?
10 minutes

34. The living course
• Display your model
• Each person in the group in turn will use their
model to explain the story of their student
• What are the key ideas that we have in common?

35. The artist in you
• Spend time cruising the wall.
• Form two groups and draw something metaphorical
(animal, person, thingy, machine) which represents
the summation of your thinking about the course.
• Finale: we will send you a summary which crystallises
your thinking about the course so far – in anticipation
of workshop 2!