Connected Curriculum

The Connected Curriculum replaces the 2019 Curriculum Framework and applies to all home (non-collaborative, non-externally validated) courses. It offers principles for designing inclusive, flexible, future-facing courses aligned with the university’s mission and strategy.

Implementation of the Connected Curriculum will start in September 2026 and it is expected that all of the courses and levels will transition to the Connected Curriculum from August 2027.

Curriculum Framework 2019 was designed some time ago and it is no longer meeting the needs of our courses and students. Its prescriptive nature imposes some limitations to teaching, learning and assessment approaches used. Additionally, our current framework does not offer itself to a formal May intake point.

The Connected Curriculum has been designed to address these shortcomings, and to encourage and promote creativity and innovation in teaching, learning and assessment with a view to further enhance student experience and outcomes. The Connected Curriculum offers flexibility and innovation in course design and delivery. Aligned with the announced LLE funding rules, the Connected Curriculum is an opportunity to future-proof our courses and standardise three intake points: September, January and May.

No. You should use the Connected Curriculum as a guide for reviewing and refining your course to meet the updated principles, including module structure, assessment strategy and skills development.

There are four key pillars:

• A contemporary curriculum
• Skills and employability
• Inclusivity and support
• Authentic and altruistic learning

Each is designed to support transformative, inclusive education and graduate success.

Modules will be based on multiples of 30 credits. At Level 4, a 120-credit year-long module is encouraged. Level 5 and 6 modules will primarily be 30 credits, taught in one or two terms. Two 15-credit modules are advised on Level 5.

We’re planning to enhance a number of courses and student support as part of our new Connected Curriculum.

Improving the curriculum is something all universities do on a regular basis to reflect changes in subjects, industry and technology to better prepare students for their careers. As part of this we’re looking to:

• Rethink teaching, learning and assessment methods
• Improve Personal Academic Tutoring and pastoral care arrangements
• Embrace wider use of AI in education and better support the diverse needs of our students
• Align our provision with the Government’s LLE strategy

We’re working through the details and we’ll inform you as soon as possible if there will be any changes to your course.

IWLP (language) modules will continue to be available as 15-credit Level 4 modules. A 15-credit Level 5 Employability module will also be available for UG courses to use where appropriate. These are offered in the Autumn term (Sep-Jan) and Spring term (Jan- May), but not in the Summer term (May-Sep). Students can take language modules as interest-only at any level of study.

Decision to open a May intake is expected only where there is sufficient interest in the course to justify this intake point. Course teams are advised to utilise a carousel model or similar course design to avoid double-teaching. Where teaching takes place during Summer term (May-Sep) course teams must ensure that appropriate academic support is available; for example, In-sessional English or Maths Cafe provision.

All courses must start either in September (week 7), January (week 24), or May (week 43). Duration of FT PGT courses can be either 12 + 1 week or 18 months duration for January intake only (not including professional experience). Please refer to the Course Stand and End date document.

Assessments should be authentic, inclusive and manageable. Avoid over-assessment. For 30-credit modules, expect 3-4 learning outcomes and no more than 3 assessment artefacts. Use diverse formats including portfolios, presentations, or real-world tasks, with clear rationale for assessment load.

Modules may run across one term, two terms, or half a term. However, assessments during teaching weeks should be avoided unless part of a continuous assessment approach. Flexibility is encouraged but it must be pedagogically sound and workload-balanced.

Yes, in some modules. The framework supports student choice in assessment where appropriate. All students must complete assessments that meet the same learning outcomes. If no choice is made, the default (“nominal”) assessment applies.

Inclusivity is embedded throughout. Courses must accommodate reasonable adjustments (for example, alternative assessment formats), as supported by ASDAC. Where traditional assessments are inaccessible, alternative formats should be available without needing exemption.

Courses should embed career-enhancing experiences like placements, live projects, enterprise tasks and volunteering. Skills should be explicitly developed and assessed across the curriculum, aligned with local and global employment needs.

Yes. You can design an anchor module that helps students make meaningful connections across the course. This type of module can foreground personal and academic development, integrate learning from other modules, and provide a space for reflection, skill-building, and synthesis. Anchor modules are especially valuable in block-taught structures, where they can support continuity and coherence across the student learning experience.

Designing for continuity and progression is key. Learning outcomes, assessment diets and feedback practices should reinforce the idea that learning is cumulative, not episodic. This might include referencing prior learning in new modules, using reflective tasks, scaffolding skills over time or mapping themes across modules. Course-level messaging and personal tutoring can also reinforce continuity.

Block-taught modules should still meet the same expectations for clarity, depth and level-appropriateness as term-based modules. Focus on high-level skills and knowledge, ensuring outcomes are neither too narrow nor overly broad. Consider how outcomes scaffold across the course and ensure that they allow for varied and authentic assessment types. Limit to 2–3 learning outcomes each clearly linked to assessment artefacts. Refer to the Learning Outcome Writing guide document.

Block teaching requires a more focused and structured approach. You may need to adapt your teaching and your resources to help students build knowledge more quickly and stay engaged throughout the shorter, intensive period. It’s helpful to design activities that encourage reflection, make connections across content and provide timely support to keep students on track. It’s also important to clearly signal how learning connects across blocks.

There is time but it must be carefully planned. The academic calendar includes mid-term assessment weeks and marking weeks at the end of each block (e.g. weeks 13–14), providing space for marking and feedback. However, tight turnarounds may occur if marking and moderation aren't managed early and consistently. Course teams are encouraged to stagger deadlines and use a mix of assessment formats to ease marking pressure.

Referral and deferral opportunities are built into the structure of each term. Mid-term assessment weeks will be used for the failure from the previous term. These are clearly marked in the academic calendar. Where appropriate, continuous assessment models or flexible assessment formats can also support timely referrals and inclusive practice, and help accommodate students who need more time due to personal circumstances.

The Connected Curriculum offers flexibility in module structure, allowing for a mix of block-taught and traditional term-spanning modules. However, consistency in pedagogy, communication and assessment load must be carefully managed to ensure students don’t experience confusion or excessive workload. Be mindful of how mixed structures affect student engagement, assessment loads, placement opportunities, study abroad and progression through the course.

The 120-credit module model at Level 4 is designed to support student transition into higher education. It gives students a more coherent and connected experience, helping them see how different elements of their learning relate to each other. It also reduces the number of separate assessments in the first year, which can ease workload and reduce early failure. This structure allows for more extended induction, development of core academic skills and space for formative feedback.

A 120-credit module can be used at any level, not only at Level 4. Its use must be supported by a clear academic rationale and an appropriate design that enables students to meet the intended learning outcomes. The module should contribute meaningfully to the overall aims of the course and include a well-considered approach to assessment, feedback, student engagement and student progression.

Typical contact hours, depending on the level of study and credit size, are provided in the Connected Curriculum document. Contact hours are not prescriptive, but module teams are advised not to request excessive and/or unnecessary number of on campus teaching hours. Course teams are reminded that up to 20% of the course delivery can be done online (synchronously). Focus of on campus teaching events should be on active learning and practical activities.

Resources are available through CADI, including guidance on inclusive curriculum, alternative assessments, writing learning outcomes, SMART capture and group work. For queries about exemptions, speak with your Faculty Associate Dean (Academic).

We have evidence from surveys and other marketing activities that help us understand students' top requirements, although the reasons for choosing a course or university are highly individualised. A broad, interesting and engaging curriculum is a must. This does encompass a breadth of modules, although that does not always mean lots of choice, a well-crafted core curriculum can also meet student needs. Students also highlight the importance of having work experience as part of the course. And they emphasise 'fit' with other students suggesting that building elements of belonging and social interaction into the curriculum is important. 

Yes, other universities in the UK and internationally are reviewing and redesigning their curricula in response to similar drivers: student engagement, digital transformation, sector regulation, government agendas and employability. Many institutions globally have launched connected or interdisciplinary curriculum initiatives in recent years.

The University of Portsmouth, as an early shifter, reflects these wider trends while tailoring its approach to our own mission, students and priorities.

The time required will depend on the scope of changes a course team decides to make. Some teams may already be working in ways that align well with the Connected Curriculum and only need to make small adjustments.

Others may take the opportunity to rethink assessment strategies, module structures or student support in more depth. Support and guidance will be available to help plan this work in manageable stages, including timelines that align with course review and approval cycles.

There is no fixed end point, but the framework is not intended to be static. It will be reviewed regularly to ensure it remains relevant and useful. Like any good curriculum, it will evolve in response to student needs, regulatory expectations and staff feedback.

The aim is to create a sustainable and adaptable structure that course teams can work with over time.

Students will be consulted about changes. We are currently working with RMC colleagues (Recruitment, Marketing and Comms) who are preparing communications and templates to be used by course teams. The communications will be rolled out as appropriate to the timeline for change identified by each faculty.