{"id":7582,"date":"2018-03-28T17:14:05","date_gmt":"2018-03-28T17:14:05","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=7582"},"modified":"2018-03-28T17:14:05","modified_gmt":"2018-03-28T17:14:05","slug":"sports-and-physical-activity-curriculum-workshop-report-28-march-2018","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2018\/03\/28\/sports-and-physical-activity-curriculum-workshop-report-28-march-2018\/","title":{"rendered":"Sports and Physical Activity curriculum workshop report – 28 March 2018"},"content":{"rendered":"

A workshop was held with 15 members of staff from the Sports and Physical Activity (SPA) Department earlier today.\u00a0 The focus of the workshop was on curriculum design principles for the 3 new programmes to be taught in SPA in 19\/20.<\/p>\n

This was the agenda for the session:<\/p>\n\"\"<\/a>\n

After the introduction, the initial discussion was on the philosophy of the SPA Department.\u00a0 The team identified the key importance of ‘producing’ rounded graduates and post-graduates who were fully supported during their studies and into work.\u00a0 The need for evidence-based theory coupled with applied and experiential learning were also seen as key principles of SPA as was the desire to create strong cohort identity for students and a vibrant alumni community. In the coming months, as the programmes and units begin to take shape, the philosophy of SPA will act as guiding principles that inform unit creation to provide coherent and connected learning experiences for students.\u00a0 This part of the workshop also touched on the skills needed by graduates and the means by which they acquire these hard and soft skills, either integrated into the units or presented as discrete units.<\/p>\n

Two Padlet walls were used to capture specific and more general feedback.<\/p>\n

In the next section, the many internal and external factors that affect curriculum design were outlined.\u00a0 These included BU frameworks, different curriculum models, standards frameworks, assessment strategies, learning theories and employability.\u00a0 There were very interesting discussions on the purpose of education and also the merits of external accreditation.<\/p>\n

The Jisc Curriculum Development life cycle was the next item for discussion and this led on to a brief discussion on the iterative nature of curriculum development and suggestions for continual improvement of programmes and units.<\/p>\n

A photo of the discussion on the department’s principles
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\n<\/a>Amanda, Carly and Andrew in conversation<\/p>\n

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The feedback on the session included these comments:<\/p>\n