1. Curriculum Enhancement Project November 2011 update

2. What are the drivers for the project? HE landscape is changing: fees increase, competition for graduate jobs Shift in student motivation for coming to University: value for money, greater focus on employability Improved articulation of our strengths in an increasingly competitive market Provision of greater clarity around the information and guidance which informs student choice Development of more rounded graduates to compete more effectively in the workplace http://curriculum.leeds.ac.uk

3. RLT and core programme threads: Work to date Agreed key aspects of Research led Teaching (RLT): Programmes should actively develop students’ independent research skills All students provided with opportunities to practise those skills All students undertake a supervised but autonomous piece of research Programmes evidence a journey from R-led teaching to R-based learning Students can articulate the benefits of their RL experience + skills gained Agreed: all programmes should provide a final year research project for students starting their programmes in the 2012/13 Session Agreed & defined the Core Programme Threads (CPT)  Employability, Global and Cultural Insight & Ethics and Responsibility Developed guidance to support schools in evidencing RLT and CPT http://curriculum.leeds.ac.uk

4. RLT and core programme threads: Next steps Dec 2011: Pro Deans for Student Education to lead discussion at FSECs on approaches to evidencing RLT and CPT Jan/Feb 2012: Approaches to RLT and CPT a key focus at AHCs Jan-July 2012: Pro Deans/DSEs to co-ordinate description of RLT and CPT for incorporation within KIS+ By July 2012: Programme Reviews – Programme leaders/teams to consider evidence gathering process and position on gaps Sept 2012: Programme teams to be able to talk to students about the value of RLT and CPT and their evidence within programmes Jan/Feb 2013: Audit evidence of RLT and CPT in AHCs http://curriculum.leeds.ac.uk

5. Curriculum enhancement project: Broadening Agreed the following in relation to broadening expectations: All students to be exposed to broadening within the discipline Majority of programmes should be able to accommodate opportunities for students to take modules beyond their discipline. Proposal for the concept broadening strands agreed. Strands defined as: ‘A co-ordinated and structured series of related elective modules allowing sustained exploration of a specific subject, issue or skill which lies beyond the primary disciplinary content of a student’s programme’ Practical implications for strands is being investigated Draft strand titles and definitions being developed – for consultation in the new year http://curriculum.leeds.ac.uk

6. Curriculum enhancement project: Academic Year Principles and drivers established to help govern discussions on the shape of the academic year Proposal put forward for consultation involving two 11-week blocks of learning and teaching time followed by two weeks consolidation period and four week, University-organised assessment period More than 70 pieces written feedback received and over 120 attendees at staff and student meetings General support for: Principles and drivers, but concerns around practicalities Fixing the Easter break Synoptic assessment, but concerns around need for local decisions on choice of assessment methods Concern expressed about the removal of a University-organised assessment period after the Christmas break http://curriculum.leeds.ac.uk