Design includes both the content and delivery of a programme. A well-designed programme is "constructively aligned". (Biggs, 1996) This means that the modes of delivery support the learning objectives, both discipline content and skills, and the assessment assesses all the learning objectives in a balanced way. This requires considerations that range from the structure of the programme as a whole to the structure of individual learning sessions.

Thus, programme design can happen at a range of levels, from full curriculum transformation to interventions at the sub-modular level. These investigations can take place either before or after the design has occurred - to evaluate whether a change is needed on the programme, or whether the change has been beneficial.

Curriculum Transformation Projects

Curriculum relates to the way in which a programme is delivered, rather than the content (syllabus). This ranges from decisions on module lengths (now largely taken for us) to modes of delivery (which doesn't have to be restricted to lectures, seminars, essays and exams.)

Large Scale Curriculum Transformation

Reviewing changes to courses across multiple colleges, as well as multiple years in one programme. Typically wide reaching across the university due to research involving many participants in different departments

Modular Level Interventions

Any evident issues in modules, or areas to change can be analysed further by staff, and potential improvements can be suggested and implemented on a much shorter timescale.



Biggs, J., 1996. Enhancing teaching through constructive alignment. Higher education, 32(3), pp.347-364.

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