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The Integrated Curriculum at Liverpool Hope

Following the University’s decision to develop an integrated approach to its undergraduate curriculum, this section of the website has been developed as a source of information and advice for staff.

Key documents

The Template For Describing in Detail Provision Within The Integrated Curriculum

Guidance On Completing The Template

The Standard Curriculum Map For CORE Provision

Additional Curriculum Template

Blank Curriculum Map Template (programme teams may find this of use when drafting / completing their curriculum maps as it has both the colour scheme and guidance notes removed) 

Timetable Principles 2017-18

Timetable Process 2017-18

 

Frequently Asked Questions

We will be reviewing questions raised by programme teams and, where possible, will provide a generic response (in addition to a personal reply) in the Frequently Asked Questions section of the website.

 

Help & Support

If you have any specific questions about the process, the templates or require more general assistance, please speak to your Faculty Executive Officer or email birchk@hope.ac.uk in the first instance.

 

The Integrated Curriculum: Key Principles

  1. To move beyond fragmentation of learning (often associated with a modular curriculum structure) to having a rounded formation of the graduate in the discipline.
  2. To support student progression and enhancement
  3. To ensure that staff and students have improved engagement (recognising that the design and delivery of the curriculum is a key factor in shaping engagement)
  4. To ensure that academic staff/teams are central to learning and teaching in the discipline and that teaching is research informed.

In the various fora and presentations undertaken, the Integrated Curriculum has been described as:

  1. Coherent
  2. Centred upon an ‘essential core’, which ALL students study
  3. Not broken up into self-contained units

An Integrated Curriculum may also: 

  1. Be ‘common’ (i.e. without any choices)
  2. Be flexible (i.e. may change from year to year)
  3. Include some element of student choice

In support of this, the following aspects have been woven into the curriculum templates: 

  • 50% of the formal delivery of a programme should be research informed teaching (lectures) and 50% geared towards self-directed learning (seminars/tutors)
  • Provision should be focused on 
    First Year = Foundations; 
    Second Year = Explorations; 
    Third Year = Advanced Studies
  • Lectures are 50 minutes of academic input
  • Seminars are concentrated sessions – minimum of two hours per week
  • Contact time must be at least 12 hours at Level C and 10 hours at both I and H (Levels 4,5,and 6 of the FHEQ).