The Curriculum Enrichment Project (CEP) Summary
Document1
Overview
The Curriculum Enrichment Project (CEP) seeks to achieve a first class experience to
ensure all students have the opportunity to succeed and to develop themselves to become
graduates of choice with second-to-none employability skills. This is in line with our
University Strategy 2020 ambition to provide an ‘excellent learning and stimulating student
experience’ that is genuinely at the cutting edge of current practice. CEP Community
available at https://staff.plymouth.ac.uk/cep/
CEP Objectives





A more ‘blocked’ curriculum with end of module assessment
More opportunity for students to broaden and contextualise their learning
More inclusive assessment
(http://www1.plymouth.ac.uk/ouruniversity/teachlearn/guidanceresources/Pages/Ass
essment.aspx)
A greater emphasis on feedback
A more tailored and explicit approach to preparing students for life after study
Key Points






Move to a two-phase, 30 week teaching year. Programmes will adopt a 20 credit
module pattern with 60 credits taught in each of the two semesters (except Education,
Nursing, Medicine and Dentistry)
Minimise the use of assessments that required modified assessment provision (MAP)
http://www1.plymouth.ac.uk/ouruniversity/teachlearn/guidanceresources/Pages/Asse
ssment.aspx so that all our students are treated as equally as possible in all aspects
of their programme
Summer resits without travelling to Plymouth (from 2015)
Supporting our students: Personal Tutoring Strategy will be fully implemented
Increase action research and professional practice research in all years.
Outduction – bridging sessions to include partner institution progression students
March 2014 – known issues:


What the co-curricular element might involve. Dean of Students and ADTL Business are
working on this.

Does Plymouth plus have to be completed and assessed in 4 week period – Discussions
are being held on this issue.
1
Please note this is based on latest design guidelines circulated on 21st Jan 2014
1

There have been some concerns raised about part time students and how they can fit
into CEP structure.
Instant resits:
The process for this is due to be addressed by Assessment Regs Sub-committee by the
end of the year although the UG regs currently have provision for using a different form
of assessment for a referral:
“The form of the referred assessment does not have to be the same as the form of
assessment which was originally failed …. “ (Footnote 25)

It is envisaged that the same principle would apply to instant resits, so there would be no
need for a permitted change to cover the resit but will be confirmed by ARSC.
Curriculum Enhancement Project Design Guidelines 2015/16
Academic Year
2 semesters across 30 weeks (each semester will deliver 60 credits of learning)
(recognising there are some exceptions: Education, Nursing, Medicine & Dentistry,
Healthcare Sciences).
Teaching weeks will be 1-13 and 16-28 inclusive. May include off campus learning
opportunities, reading weeks, placements, field work & appropriate class based
assessment activities.
Weeks 14-15 and 29-30 to be used for assessments, personal tutorials & cocurricula. The examinations office will timetable terminal examinations in weeks 14
and 15, and 29 and 30. (Co-curricula will also run throughout the year and does not
have to be campus based).
Programme Structure
Modules delivered in minimum 20 credit blocks in one semester.
Modules to be completed in a semester (some exceptions recognised - for example
professional body requirements and languages).
Stage 1 Semester 1, Weeks 1-4 - An intensive introductory programme (whether
single honours, joint, or major/minor) module, NOT assessed by examination. The
other 40 credits run in sequence or in parallel Weeks 5-13.
Stage 1 Semester 2: Weeks 16-19 - Plymouth Plus intensive module. The other 40
credits run in sequence or in parallel Weeks 20-28.
2
Stage 2 – 60 credits per semester taught in sequence or parallel.
Stage 3 – Minimum 40 credits completed per semester, with option of 40 credit
project/dissertation module running across both semesters.
(Please see table 1 for level 4 sequential/mixed mode teaching under this
programme structure)
Module Design
Teaching delivered wherever possible in minimum two-hour timetable blocks, and
maximum four hour blocks (unless longer provision already established).
Typically modules should not involve more timetabled teaching contact than currently
offered in 2013/14.
Have normally around 5 LOs per 20 credit module (2-3 knowledge and 2-3 skills)
Delivery style will vary depending on discipline pedagogies and student learning
needs.
While learning will take place in each week, some weeks should involve student
led/student determined activities, self-led study, submission preparation, and/or
group preparation for group assignments.
It is not a requirement for contact time to be evenly distributed across module weeks.
For a 20 credit module the normal expectation is for a maximum of 50 University
timetabled hours of learning, supported by students’ personal learning activities.
Bridging Session
Programmes will provide “bridging sessions" at the end of Stages 1 and 2 to
introduce material that will be taught in the following academic year, inviting Partner
College and PUIC students as part of their university induction.
Plymouth Plus
Plymouth Plus modules must integrate at least two disciplines/subject areas, and not
assessed by test/examination.
Activities and assignments set that involve “students as researchers,” with students
undertaking group research Problem-Based Learning activities with focus on big
picture issues in the disciplines involved or in society.
Owned by Schools, which decide the breadth and extent of module enrolment.
Could be used as “consolidation” module for major/minor combinations where this is
not possible in the introductory Stage 1 module.
Normally maximum four learning outcomes.
3
While group learning sessions are timetabled in each week, some sessions will
involve student group led/student determined research activities.
Plymouth Plus module titles, brief description, and breadth and extent of module
enrolment details required from Schools by 1 June, 2014.
Assessments & Feedback
Ensure the Teach-Assess-Feedback/Feed Forward principle is maximised for all
modules.
Formative learning activities with appropriate formative assessment.
Normally no more than 2 summative assessments per 20 credit module.
All Level 4 programmes are encouraged to incorporate summative performance
(equivalent to 40 credits) before Christmas and make these results available.
The final deadline for assignments will be the penultimate week of the semester (14 /
29) for semester long modules, or the week after the end of module in all other cases.
Use of inclusive, authentic and variety of assessment methods wherever possible –
e.g. group reports, posters, artefacts, presentations, performances, blogs, multiple
choice, short answer etc).
Regular and early feedback
Quality
Approval of all module and programme changes using normal PU processes.
|Semester One (week 0-15)
Table 1 – Pattern of Teaching for Level 4
Week
0
(2014)
1-4
5-9
10-11
eek 16-30)
12-13
(2015)
14-15
2014-15
dates
22-26
September
29 Sept –
24 Oct
27 Oct – 28
Nov
1 Dec-12
Dec
12 Jan -23
Jan
26 Jan – 6
Feb
Sequential Teaching
Mixed Mode
Induction week
Induction week
Introductory Module 1
Introductory Module 1
2
2
3
2 (cont.)
3(cont.)
3
Christmas Vacation (4 weeks)
3 (cont.)
Assessment, cocurricular, personal
tutorials
4
Assessment, cocurricular, personal
tutorials
16-19
20-21
9 Feb-6
March
9 March-20
March
22-23
13-24 April
24-28
29
27 April –
29 May
1-5 June
30
8-12 June
Plymouth Plus
Plymouth Plus
5
5
6
Easter Vacation (3 weeks)
5 (cont.)
5 (Cont.)
6 (Cont.)
6
Assessment deadlines,
co-curricular
Assessment
deadlines, cocurricular
Induction to the next
level, Co-curricular
Induction to the next
level, Co-curricular
Semester Two (week 16-30)
Semester One (Week 0-15)
Table 2 – Pattern of teaching for Level 5 and 6
Week
0
1-11
2014-15
dates
22-26 Sept
29 Sept –
12 Dec
Parallel Modules
Mixed Mode Example
Induction week
2
3
Induction week
1
2
1
3
Christmas Vacation (4 weeks)
12-13
14-15
16-21
12 Jan –
23 Jan
26 Jan- 6
Feb
9 Feb- 20
Mar
1
2
3
Assessment, cocurricular, personal
tutorials
4
5
3 (cont.)
Assessment, co-curricular,
personal tutorials
6
4
Easter Vacation (3 weeks)
4
5
6 cont.
cont. cont.
5
22-28
13 Apr-29
May
29
1-5 June
Assessment deadlines,
co-curricular…
Assessment deadlines, cocurricular…
30
8-12 June
Induction to next level,
Co-curricular
Induction to next level, Cocurricular
5
6
What is the Curriculum Enrichment Project and why are we doing it?
Shaped by student feedback, academic review, institutional quality
measures and contemporary pedagogical research, the Curriculum
Enrichment Project seeks to achieve a first class experience informed by
the needs of students, to ensure all students have the opportunity to
succeed and to develop themselves to become graduates of choice with
second-to-none employability skills.
In a rapidly changing and highly competitive higher education marketplace,
there is an increased need to continue to develop our distinctive offer, and
we have a real opportunity here to progress to be the very best in the
sector in terms of learning experience for our students - both today and
tomorrow.
This is the driving force behind the recently launched Curriculum
Enrichment Project; in line with our University Strategy 2020 ambition to
provide an ‘excellent learning and stimulating student experience’ that is
genuinely at the cutting edge of current practice.
This will be achieved through the following CEP principles:





A two phase teaching block model with end of module assessment,
utilising the full academic calendar
Opportunities for students to broaden and contextualise their learning
Inclusive assessment
Improving feedback
A tailored and explicit approach to preparing students for life after
study
In line with feedback and consultation, we see these principles as helping
us to enhance to coherence of the student learning experience, improve
satisfaction and retention rates and support our students’ early success in
employment. The project develops themes in the University Teaching,
Learning and Student Experience Strategy 2013 –
20: http://www.plymouth.ac.uk/ouruniversity/teachlearn
What does ‘inclusive assessment’ mean?
In a nutshell, it is about creating a level and equal assessment playing field
so that all students have a comparable supported experience. In particular
it will mean minimising the use of assessments that require MAP (modified
assessment provision) so that all students are treated as equally as
possible in all aspects of their programme and whatever they are studying.
6
Ideally we want to create opportunities where assessments can be taken
anytime and anywhere.
NB. See also: Where can I find out more about improving
assessments?
Why are we proposing to move from a traditional term structure to a
two phase teaching block?
The introduction of this structure provides a number of important benefits in
terms of supporting the underlying CEP principles of ‘teach, assess,
feedback’ and block teaching (in 20 credit modules with 60 credits per
semester). Critically this will allow us to directly respond to student
feedback by providing a full 30 week learning experience with better placed
assessment activity and also achieve closer alignment with most
international academic calendars supporting student recruitment and
exchange.
Is there flexibility within the two phase teaching block structure to
decide at local level how many credits should be allocated to each
module in achieving the 60 credits per semester?
Programmes have the flexibility to include 20 credits or more in a module,
but everyone should be encouraged to assess after 20 credits of teaching
has been delivered.
When and how will CEP be implemented?
Following the successful completion of a three stage planning phase, a
Transition Group of ‘early adopters’ (currently 22 programmes) will move to
a CEP model in September 2014, with all other programmes expected to
transition (all stages) in September 2015. More information is available in
the February 2014 Staff update (see ‘Updates’ section of this site).
If my programme isn’t affected until 2015, is there anything I need to
be doing in the meantime?
Yes. All changes to programmes need to be approved in line with the
standard University schedule – i.e. all changes for September 2015 need to
be approved by mid December 2014; therefore all programme teams
should start discussion and planning now. Your faculty team will help you
to develop a schedule for this activity but all teams are strongly encouraged
to begin this process ASAP.
How will the two hour teaching blocks work?
7
This approach does not mean teaching solidly for two hours – it can be
divided up as seen fit locally. For example it could be a lecture followed by
a practical activity or a tutorial, meaning students and academic staff will
still be able to have short breaks as necessary but at the same time
maximise the learning opportunity without the interruption of and valuable
time lost due to class room changes etc.
Where can I get support to enable my programme to get ready for
these changes?
A set of ‘design guidelines’ are available on this site (see ‘Additional
Information’) which can be used to guide teams when updating
programmes to incorporate CEP enhancements. However, in recognising
every programme is different, these have been purposely designed to
support flexibility in local adoption. At a local level, please contact your
ADTL for further guidance.
In addition to this, there is already a wealth of dedicated support in place in
terms of planning ahead for the overall transition to CEP in 15/16. Over 40
workshops have been organised by PedRIO/ED to give help and guidance
on curriculum design, inclusive assessment, digital literacy and other
pedagogic areas to facilitate embedding the CEP principles. See the
PedRIO web pages for details of sessions planned for the next few months.
You can also request bespoke workshops for your school by contacting
pedrio@plymouth.ac.uk and further guidance on assessment in the can be
found in the Teaching and Learning Handbook
How should staff present/market their programmes given that they
might be subject to change?
The University has confirmed its intended approach to implementing CEP;
therefore all programme teams should soon begin planning their changes.
Programme teams are strongly encouraged to engage their existing
students (particularly the current first year who are likely to benefit from a
CEP structure in September 2015). In addition to this, staff should be
encouraged to talk confidently and enthusiastically, as they always have
done, about their academic offer at events such as Open Days.
What level of consultation has been taken to arrive at these decisions
and how can I get involved?
Following the launch of the project planning process in Summer 2013, we
took a long look to fully absorb all initial feedback and consider how to
create more valuable opportunities for further staff and student
8
engagement and support for the project – which are critical to its success.
This has seen the creation of a university-wide Reference Group to
review/input to any proposals, as well as academic, professional support
staff, Trade Union and Students’ Union membership on the project Steering
Group and dedicated work streams. Also there has been on-going
consultation within the Schools, operational areas such as timetabling,
resources and data, and with the Trade Unions via JCC. Through regular
updates to all staff on project progress, we continue to welcome views and
ideas from right across the University which can be shared via
cep@plymouth.ac.uk
Can students on my programme study a language as their Plymouth
Plus module and how will this work?
The intention is to be able to offer languages (some beyond ab initio level)
where timetables allow. The delivery of Plymouth Plus languages will occur
in weekly sessions from Week 5 to the end of the academic year, with
students having a more intensive experience in Weeks 16-19, albeit with
reduced hours compared with other Plymouth Plus modules to recognise
the time commitment throughout the rest of the year. Programme leads,
wishing to offer a Language as a Plymouth Plus option, should discuss this
requirement with danielle.bishop@plymouth.ac.uk
Where can I find out more about improving assessments?
Guidance on assessment policy, strategy and resources can be found
here: http://www1.plymouth.ac.uk/ouruniversity/teachlearn/guidanceresour
ces/Pages/Assessment.aspx
How will this work for major-minor / combined programmes?
Further guidance can be found in the Major Minor document in the More
Information section of this community.
Will the Easter vacation be fixed or move each year?
The Easter vacation will move each year, in line with Easter
itself. Academic dates for years to 2020 will be available to support your
planning shortly.
What changes will need to be made to postgraduate programmes for
Sept 2015?
Postgraduate programmes will be required to adopt the semester calendar
in line with undergraduate programmes. Postgraduate programmes will
also be required to deliver modules in minimum 20 credit.
9
March 2014
Assessment methods and their modified assessment provision (MAP)
implications.
Assessment methods and their modified assessment provision (MAP)
implications.
Assessing -Knowledge and understanding
Recalling, describing, reporting, recounting, recognising, identifying, relating & interrelating
Simple or MAP free
Complex MAP implications
Short answer questions
Multiple Choice Questions
(Paper or computer aided)
Weekly short tests
Essay
Report (individual or group)
Report of data analysis
encyclopaedia entry
A- Z of…
Wiki or website
Viva voce
Group discussion or debate
Mooting (law assignment)
Examinations: unseen , open
book, seen, case study,
problem centred ( formative
or summative)
In class tests
Viva voce ( for some
students)
Assessing -Thinking critically & making judgements Developing arguments, reflecting, evaluating,
assessing, judging
Simple or MAP free
Complex MAP implications
Essay
Report/portfolio
Journal or reflective diary
Present a case to an interest
group
Briefing / conference paper
Literature review
Written newspaper article
Letter of advice to…..
Oral presentation to a small or
large group or on camera
Examinations: unseen , open
book, seen, case study,
problem centred ( formative
or summative)
In class tests
Individual oral presentation
for some students
Assessing - Problem solving & developing plans Identifying, posing or defining problems, analysing
data, reviewing, designing experiments, planning, applying information
Simple or MAP free
Report on cause and effect
Research bid
Field work report
Case study analysis
Complex MAP implications
Examinations: unseen , open
book, seen, case study,
problem centred ( formative
or summative)
10
Analysis of a problem
Action plan
Oral presentation to a small or
large group or on camera
Group plan, report and
presentation
Laboratory practical & report
Group or individual poster
Simulation exercise
When a student is unable to
participate in field trips
Individual oral presentation for
some students
Assessing- Designing, creating performing
Imagining, visualising, designing, producing, creating, innovating, performing
Simple or MAP free
Exhibition
Portfolio
Oral presentation – group
Project work
Performance
Complex MAP implications
Individual oral presentation for
some students
Assessing -Procedures and
techniques
Working co-operatively, independently, being self-directed, managing time or tasks, organising
Simple or MAP free
Laboratory practical & report
( group or individual)
Field work report (group or
individual)
Illustrated manual (group or
individual)
Produce a leaflet or poster
( group or individual)
Portfolio
Observation of real or
simulated practice
Viva voce
Video/podcast
Demonstration
Website or Wiki
Complex MAP
implications
When a student is unable
to participate in field trips
Role play
Viva voce ( for some
students)
Assessing -Accessing and managing information
Researching, investigating, interpreting, organising information, reviewing and paraphrasing information,
collecting data, searching and managing information sources, observing and interpreting
Simple or MAP free
Complex MAP implications
Report on data interpretation
Report on applied
problem/task
Essay
Task report
Annotated bibliography
Examinations: unseen , open
book, seen, case study,
problem centred ( formative
or summative)
In class tests
Assessing -Managing and developing oneself
Recalling, describing, reporting, recounting, recognising, identifying, relating & interrelating
Simple or MAP free
Reflective journal/portfolio/diary
Group oral presentation
Report on group activity
Website/wiki
E-journal
Complex MAP
implications
Individual oral presentation
for some students
11
Podcast
Blogs
Assessing -Communicating
One, two-way, group, verbal, written and non-verbal communication. Arguing, describing, advocating,
interviewing, negotiating and presenting.
Simple or MAP free
Discussion/debate
Oral presentation to a small
group or on camera
Real or simulated practice
Court of enquiry
Story boards
Viva voce
Complex MAP
implications
Role play
Individual oral presentation
for some students
Viva voce ( for some
students)
12