Over the last couple of years, the University has been working on implementing ‘Block Teaching’ into its course delivery. However, this is a long-term project with lots of layers and complexities! I recently met with Andrew Ireland, Pro Vice Chancellor Students & Teaching and had a helpful chat on progress of the project.

Context

The University’s Curriculum Transformation is a strategic shift towards a more inclusive, efficient, and student-focused model of course delivery.

Central to this change is the adoption of a new ‘block’ operating model, where students study one 30-credit module at a time over seven weeks. This sequential approach will become the consistent standard across most undergraduate and postgraduate courses, with exceptions for some heavily regulated programmes.

Block delivery is designed to help students manage their time more effectively especially those balancing studies with work, caring responsibilities, or other commitments. By focusing on one module at a time and delivering learning over fixed days each week, students can build consistent routines and develop a stronger sense of belonging within their cohort, supporting engagement and retention.

What block delivery actually looks like

The University are adapting to block teaching, where students study one 30-credit module at a time over a seven-week period, rather than several modules simultaneously.

There are two delivery approaches:

• One module at a time for 7 weeks, with assessment at the end of the block. Modules are 30 credits, meaning students complete 4 modules per academic year.
• Two modules running concurrently over a 14-week period but still using the new 30-credit structure.

Currently, Business, Sport, and Psychology are the only main areas delivering through the block model. New students on those courses will experience block teaching, while returning students continue on the previous curriculum structure to avoid disruption as part of the phased transition.

Many other courses remain on the more traditional model, with multiple 20-credit modules running simultaneously and assessments clustered together.

It's important to distinguish between block delivery and curriculum transformation, as they are related but not the same thing. For some other subject areas, the focus is currently on curriculum transformation. This involves reviewing course content, assessment, and delivery methods through a series of structured "sprints". These sprint activities are designed to redesign and refine courses before any future changes to delivery are implemented.

It is important to recognise that Schools are progressing through the roadmap at different rates; while some have moved into delivery, others are currently engaged in curriculum transformation sprints that will inform future implementation.

Why this explains some of the feedback we've heard

This also helped make sense of concerns that were raised by Reps last year.

For example, we heard about frustration and confusion within Arts & Media, with mixed messages reaching students. Looking at the transformation timeline, it appears Arts & Media were not moving to block teaching delivery at that point but were instead beginning the wider curriculum transformation process.

Having seen the visual roadmap and understood the distinction between curriculum transformation and block delivery, a lot of the previous feedback now feels easier to contextualise. Some of the concerns raised may have related to the broader curriculum redesign process rather than block teaching itself, which would explain why experiences and perceptions have varied between schools. The University took on board the feedback around the communication.

Phased implementation approach

The University has deliberately left some of the more complex courses, such as professionally regulated ones, until later phases of the transformation programme. The rationale is that lessons learned from the earlier implementations can be applied to these schools, making the process more refined and hopefully reducing complexity and disruption when their turn comes. The transformation is being delivered in phases, with learning from each phase informing the next.

What does this mean for the Students' Union?

The SU should continue to engage with the Curriculum Transformation programme at both a strategic and local level. We will also work with Academic Quality on strengthening student co-creation within Academic Sprints and curriculum design on a project this year. We will continue to champion student voice, ensuring student feedback informs implementation and development. In Schools currently delivering block teaching, any feedback and organising activity can be coordinated through School Reps and the Student Leadership Academic Team (SALT) to help ensure student experiences shape ongoing improvements.