New curriculum framework – a development journey

A new Curriculum Framework for Bedfordshire 

The University of Bedfordshire formally launched our new Curriculum Framework in May 2024. 

Key features

1. Learner Journey: We introduced two scaffolded learner pathways both mapped to the Begin, Thrive and Succeed stages of the student journey. By institutional priorities, the pathways address how to support the development of graduate competencies (Bedfordshire Graduate Pathway) and promote positive mental health (Student Mental Health and Well-being Pathway)
    
2. Pedagogy: In line with our overarching commitment to developing student employability we have advocated an institutional focus on challenge-based pedagogy. We have also indicated there will often be pedagogy approaches and considerations specific to certain faculties or schools. 

3. Five Pedagogical Strands

   3a) Co-Created: Curriculum is developed and enhanced collaboratively. This is achieved through course teams to working in partnership with learners, teaching and learning professionals (including Learning Developers, Careers Advisors, Librarians and Learning Technologists) and industry experts when developing curriculum. 

   3b) Inclusive: Learning opportunities meet the diverse needs of students. This includes consideration of the University’s Framework for Embedding EDI into Teaching and Learning, Universal Design of Learning approaches. This is supported through opportunities for students to engage in personal development planning and reflection related to how learning relates to their life experiences.

   3c) Engaging: We champion teaching and learning that is inspiring, meaningful, collaborative, challenging, active and research informed.

   3d) Assessment: Assessment complements learning and supports development of graduate skills and attributes. This is achieved through authentic assessment, choice and flexibility, considered scheduling, effective assessment explanation and a feedback rich environment.

   3e) Employability: Equips students to develop skills to meet societal challenges and thrive in their future careers. This focuses on career readiness, work-based / work-related learning and development of graduate competencies. It also addresses real world challenges and global perspectives (including embedding UNSDGs into courses).

Our Curriculum Framework Development Journey

This framework was the culmination of a 12-month project that involved extensive consultation with the University community. Here's an outline of how we approached this process:

Starting with CRe8

The University of Bedfordshire introduced a Curriculum Framework (CRe8) in 2008 and this was last updated in 2014. As shown in Image 2, CRe8 included five strands which defined the university approach to: Personalised Learning, Curriculum, Realistic Learning, Assessment and Employability. Through our consultation it was clear that CRe8 had mostly aged well and been well-embedded throughout the University. It was therefore decided that CRe8 approaches would still serve as a foundation for the new framework. 

Aligning to the Education and Student Experience Strategy 

Our Education and Student Experience Strategy 2022-2026 outlines institutional strategic teaching and learning imperatives including:

• Maximising opportunities that support development of employability.
• Promoting positive student mental health and well-being. 
• Inclusivity of teaching, learning and assessment.
• Embedding UNSDGs into courses.
• Expanding Students as Partner opportunities. 
• A focus on challenge-based learning.
• The University of Bedfordshire student journey: Begin (pre-arrival, induction/orientation), Thrive (while studying at university) and Succeed (further studies or in employment).

In 2022 a Curriculum Change Programme was launched as part of delivering the Education and Student Experience Strategy with a specific focus on embedding employability (career readiness, work-based and work-related learning, development of graduate competencies, inclusive practices, and mental well-being) into curriculum. Accordingly, these were key considerations within the new Curriculum Framework.

Engaging the University community 

The Curriculum Framework consultation initially involved a series of online and in person conversation cafes. We collected feedback via Padlets and encouraged attendees to share their reflections on CRe8 along with suggestions for the new framework. Comments included: 

• CRe8 content was mostly still relevant.
• The presentation of CRe8 was too text heavy – especially for students.
• Employability was a critical aspect.
• There needed to a strong emphasis on co-creation (cited in relation to QAA guidance). 
• Inclusivity needed to be a key priority (referenced in relation to the University working towards a Race Equality Charter Bronze application).
• More guidance needed around decolonisation.
• Mental well-being must be a key priority and enables delivery of our mental health charter submission.
• Embedding UNSDGs was a priority.
• The new framework needed to acknowledge the need for capacity to contextualise the framework within academic subject areas (e.g. aligned to PSRB requirements).
• Quality processes needed to be updated to support the adoption of the new framework. 

Much of the feedback reflected the forementioned Education and Student Experience Strategic priorities. However, this feedback helped to guide us in terms of specific aspects to emphasise in the new framework (including co-creation). 

Developing and refining the framework

An initial draft of a new framework was co-developed by our Academy for Learning and Teaching Excellence team and academic leads for education and student experience from each faculty. This was then shared widely with the university community for feedback through team meetings (academic schools, teaching and learning teams and professional service). Feedback allowed the framework to be further refined and it was then progressively finalised through subsequent consultations at university Working Groups and Committees. 

The Students’ Union worked in partnership with the Academy in the development of the new Curriculum Framework. A key output being the creation of a simplified ‘learner’ version of the Curriculum Framework to support course teams to discuss curriculum design with students. 

Integrating into quality enhancement processes

The University operates an annual course enhancement planning cycle. Going forward course teams will be required to reflect on how they have engaged with and aligned their delivery to the new Curriculum Framework. 

We have worked closely with our Quality and Standards Team to ensure that new course approvals will require course teams to demonstrate how they have meaningfully engaged with the Curriculum Framework.

Find out more

If you would like to find out more about our Curriculum Framework guides for tutors and learners are available via the Academy for Learning and Teaching Excellence website. Guidance around how to approach each component of the framework is also provided. 

Dr Steve Briggs is Director for Learning and Teaching Excellence at the University of Bedfordshire. Steve is a former Co-Chair of the Association for Learning Development in Higher Education and currently a member of the Committee for the Association of National Teaching Fellows. He is a Chartered Psychologist, National Teaching Fellow (2020) and PFHEA.

Dr John Reynolds is the Associate Dean in the Faculty of Creative Arts Technologies & Science at the University of Bedfordshire. John is responsible for leading on teaching, learning and student experience, as well as home and international student recruitment. Prior to that he was an academic in the School of Life Sciences, where he delivered a teaching programme in the areas of Immunology, Haematology and Physiology. John’s research has primarily focused on studying the effect of novel antibody-based therapeutic approaches in the treatment of autoimmune kidney disease. Many of these new therapeutic approaches are now in phase 1 and phase 2 clinical trials.

Professor Julie Brunton is Pro-Vice Chancellor, Education and Student Experience, at the University of Bedfordshire. Julie is a Professor of Higher Education Teaching and Learning and PFHEA. She has particular expertise in developing student leadership programmes to help in enhancing their graduate competences and overall student experience. She is also the institutional lead for the University’s Teaching Excellence Framework and Access and Participation Plan.