Goldsmiths - University of London

A - Approaches to curriculum design and learning and teaching

Goldsmiths will provide programmes of study that reflect its Mission. In shaping our curricula we are also committed to understanding and acting upon the aspirations of potential and current learners, and the needs of other stakeholders, including employers. Curricula developments will continue to be influenced by the academic and research interests of our departments and of our academic staff (see Healey and Jenkins, 2007 [pdf] for more on linking research and teaching). We are committed to providing programmes of study and learning and teaching practices which allow students to develop subject specific knowledge but also to develop much broader attributes and skills that will enable them to become life-long learners and active global citizens.

A1 We will develop exciting, innovative and relevant programmes of study that:

• meet the needs of learners at all levels and other stakeholders;
  
• build on the academic strengths of our departments;
  
• are informed by the needs of the graduate labour market;
  
• facilitate progression from Level 3 to Level 4 (link to information on life-long learning networks);
  
• incorporate, where appropriate, an interdisciplinary focus;
  
• are purposefully informed by the insights gained through the 'disciplinary' and 'pedagogic' research, scholarship and professional practice of our academic staff.

A2 Through its curricula and other learning opportunities, we will enable our students to acquire the skills and attributes of the Goldsmiths 3D Graduate by:

• including knowledge and skills relating to employability, enterprise, and life-long learning within programme and course learning outcomes;
  
• embedding the acquisition of core skills in relation to numeracy, literacy, communication and information technology within curricula particularly at undergraduate level 1;
  
• facilitating participation in Personal Development Planning, known at Goldsmiths as the 3D Graduate scheme, and in doing so encouraging students to reflect on the range of learning experiences in which they have been engaged, including:
  
• taking part in Student Union activities such as volunteering and other development opportunities such as committee representation;
  
• placements and work experience;
  
• other more 'informal' learning opportunities beyond the academic sphere;
  
• encouraging students to make and evidence claims regarding the acquisition of skills and complex attributes not always summatively assessed (summative assessments usually contribute to formal decisions as to whether a student has passed a course or programme of study) (see section B6).

A3 We will devise and deliver curricula, learning and teaching practices that:

• ensure fair access and widen participation whilst maintaining the highest academic standards (link to widening participation strategy)
  
• promote a student-centred approach to learning which:
  
  • engages students in the design, development and delivery of the curricula and learning, teaching and assessment practices (link to resources on student centred/personalised learning);
    
  • actively supports students in becoming motivated, independent, self-managing, life-long learners;
    
  • provides structured support and frameworks to allow students to develop, especially at the points of transition e.g. from secondary to tertiary education, from taught to research etc. (See extracts from the Report of the Teaching and Learning in 2020 Review Group, for more on the definition of student-centred learning.)
  
  
• recognise the importance of providing social and pastoral support to students as this is often a precondition for any effective engagement with academic life (a link to the student experience strategy will be provided here when approved)
  
• anticipate and meet the needs of an increasingly diverse student population at both undergraduate and postgraduate level, thereby seeking to ensure equality of opportunity;
  
• recognise the need to engage students in the use of appropriate learning technologies, and which provide appropriate support to allow student to develop ICT literacies.

A4 We will follow an outcomes-based approach to learning and will ensure that learning, teaching and assessment practices are aligned.

A5 We will regularly review our learning, teaching and assessment practices in light of the sector's continuing development of best practice, while also reviewing the effectiveness of our investment in resources for the learning experience.

In order to accommodate increased student numbers and maintain academic standards, we will become more efficient by adapting existing methods of supporting learning and teaching or through new approaches. This will include an increased commitment to the development and employment of blended modes of delivery i.e. the routine incorporation of appropriate communication and information technologies. The increased use of blended learning is, however, not primarily a response to the exigencies of efficiency; this approach is in line with student expectations and prior experiences and will afford a richer learning experience. (See section D - The Learning Environment - for more on our commitment to information technologies; see also Fellowships from the Centre for Excellence in Learning Technology for recent developmental projects at Goldsmiths).

Printable version of LTA curriculum design [pdf]
Printable version of complete Learning, Teaching and Assessment Strategy [pdf]